Impact: Feature Issue on Young Adults with Disabilities & Social Security

Feature Issue on Young Adults with Disabilities & Social Security Administration Employment Support Programs

Published by the Institute on Community Integration (UCEDD) · Research and Training Center on Community Living Volume 15 · Number 1 · Spring 2002

From the Editors “Unemployment rates for working-age adults with disabilities have hovered at the 70 percent level for at least the past 12 years“ notes the Executive Summary of the Bush Administration’s New Freedom Initiative. The initiative, launched a year ago, expresses a strong federal commitment to removing remaining barriers to employment and all other aspects of community living for persons with disabilities. One priority is “swift implementation” of the Ticket to Work and Work Incentives Improvement Act of 1999. This act created incentives and opportunities for individuals with disabilities to receive the services and other supports needed to access education and employment options. The provisions of the act, in combination with Supplemental Security Income (SSI) and With the support of the I Can Work! project, Nikki Fletcher, pictured here at her 2001 high Social Security Disability Insurance (SSDI), school graduation, is in college and on her way to earning a law degree. See story below. have the potential to help transition-age young people become valued employees and contributing community members. One of Achieving a Dream of Attending College the barriers that remains to realizing that goal is lack of adequate understanding by Joyanne Cobb and Nikki Fletcher about these programs. This Impact seeks to address that need for greater understanding “I decided I wanted to go to college a long time ago. I think that as soon as I found out of these federal employment support what it was, I knew I wanted to go. I understood at a very early age that if I was going to get what I wanted out of life, I was going to have to get an education past high programs and incentives, and to open the school. I want to be an attorney because I realize that with a law degree, I can help im- doors for more young people to utilize them prove and strengthen the system of services for disabled people.” These are the words as they move into adult life. of Nikki Fletcher, a young woman who is successfully pursuing her dream with support from I Can Work!, a project designed to assist youth and young adults with disabilities who receive Supplemental Security Income to make a successful transition What’s Inside from high school to adult employment and independence. Overview Articles Nikki has cerebral palsy. She uses an electric wheelchair for mobility and has at- Program Profiles tendant care services on a daily basis. In May, 2000, while still in high school, she en- Additional Resources rolled in the I Can Work! project, funded by the Social Security Administration and operated by MAXIMUS, a company that provides a wide range of program management, information technology, and consulting services to government agencies throughout the United States. From the beginning of her participation, she made it clear to the I Can Work! staff that postsecondary education was her goal and that she [Cobb, continued on page 28] 2 Overview The Importance of SSI Work Incentives for Transition-Aged Youth with Disabilities

by David. R. Johnson

Ensuring the successful transition of The SSI program is important to chil- use of SSI work incentives can be incor- youth with disabilities from school to dren and families because it extends to porated within the transition compo- work and adult life has been a major fed- its beneficiaries general income support nent of the IEP plan in relation to the eral policy initiative since the mid-1980s. and health insurance. IEP team’s discussion regarding school Despite efforts of the federal govern- Through its SSI program, SSA shares and postschool employment and related ment, state and local agencies, parents, the U.S. Department of Education’s goals. It is within these federal require- and community service providers, commitment to supporting transition- ments that opportunities can and young adults with disabilities still aged students as they prepare for entry should be created to address how the SSI achieve limited outcomes as they leave into the workforce and adult life. Provid- work incentives can benefit a student school and attempt to access employ- ing monthly cash payments, SSI can be a during and directly following high ment and adult services (Johnson, valuable resource to eligible transition- school. It is this critical link between the McGrew, Bloomberg, Bruininks, & Lin, aged students and their families. Stu- SSI work incentives and the federally re- dents receiving SSI benefits may also use quired transition planning process that the SSI program’s work incentives, must be forged in an effort to help which are designed to increase their young people achieve meaningful em- Special education personnel can overall income while engaging in employment outcomes. In doing so, special ployment during and after their second- education personnel will need to assume take several steps to support the use ary education experience. SSI work in- a major responsibility for ensuring that centives available to transition-aged these SSI work incentives are discussed of SSI work incentives as a viable students include Earned and Unearned and potentially incorporated within stu- Income Disregards, Student Earned dents’ IEPs. part of transition planning. Income Exclusion (SEIE), Impairment- Related Work Expense (IRWE), Plan for Need for Information Achieving Self Support (PASS), Blind Work Expense (BWE), and Property Es- Although there is evidence of increased 1997; Lou Harris Poll, 1998; National sential to Self Support (PESS). Each of interest in incorporating SSI work incen- Council on Disability, 2000). An often- the SSI work incentives is an income or tives into the IEP/transition plan of stu- cited barrier to successful postschool resource exclusion that combines to as- dents with disabilities, work incentives employment and related outcomes for sist individuals with disabilities in main- remain an under-utilized resource na- these youth with disabilities is a lack of taining necessary SSI benefits while pur- tionally. Currently, it is estimated that access to needed adult services (e.g., vo- suing employment. These incentives can only 15% of parents learn of the SSI pro- cational rehabilitation, postsecondary be particularly helpful in designing com- gram through public school personnel education, supported employment, resi- munity-based, paid employment transi- (Virginia Commonwealth University, dential services) and other supports tion programs for students without de- 1996). Further, information concerning (e.g., Supplemental Security Income and creasing the cash assistance benefits SSI work incentives programs rarely related benefit programs, family sup- provided by the SSI program. complements student transition/IEP ports, medical assistance). planning meetings. Less than 1% of SSI and IEPs transition-aged students with disabili- SSI Programs ties use the Impairment-Related Work The Individualized Education Plan (IEP) Expense or PASS program to augment Currently, many children and youth for special education students must in- the transition process (Social Security with disabilities receiving special educa- clude a statement of needed transition Administration, 1996). Parents, indi- tion services also receive Supplemental services, beginning no later than age 14 viduals with disabilities, and profession- Security Income (SSI). The Social Secu- (or younger, if deemed appropriate), als are in urgent need of information, rity Administration (SSA) reported, for which includes a statement of the inter- support, and assistance in order to ac- example, that in 1996 a total of 974,189 agency responsibilities or linkages (or cess the SSI benefit program and effec- children under the age of 18 were en- both) before the student leaves school. tively use its work incentives. rolled in the SSI program (SSA, 1996). Information concerning the potential

Citation: Gaylord, V., Golden, T.P., O’Mara, S., and Johnson, D.R. (Eds.). (2002). Impact: Feature Issue on Young Adults with Disabilities & Social Security Administration Employment Support Programs, 15(1). Minneapolis: University of Minnesota, Institute on Community Integration. Overview 3

How Schools Can Help In addition, the U.S. Department of Definitions of Terms Special education personnel responsible Labor, through its newly established Of- for the transition of students from fice of Disability Employment Policy Supplemental Security Income (SSI). A school to work and independent living (ODEP), has recently funded several new program authorized under title XVI of the can take several steps to support the use demonstration projects focused on the Social Security Act. It provides monthly of SSI work incentives as a viable part of employment of youth with disabilities. benefits to people who have a disability, Those include Demonstration Grants transition planning. Specifically, these or are 65 or older, or are blind, and who school personnel can: for Youth with Disabilities, High meet the income and resource eligibility • Identify students who are currently School/High Tech Start-up Programs, criteria. SSI provides income in the form of receiving SSI benefits and students and High School/High Tech Realign- who may or will be eligible. ment Programs. These demonstration a monthly check, and access to services programs serving high school age youth such as food stamps and Medicaid. • Incorporate SSI work incentives into with disabilities are intended to design Children under age 18 can apply if they the IEP/transition planning process and test effective strategies and meet the disability criteria. and community-based employment. approaches that increase employment • Inform students and parents about opportunities for these young people. Social Security Disability Insurance SSI program benefits, eligibility, and (SSDI). A program authorized under Title work incentives when transition Conclusion II of the Social Security Act. It provides a planning begins (at age 14, or monthly check to support individuals no younger, if appropriate). The SSI work incentives can serve as a longer capable of maintaining employ- valuable support to secondary students • Assist students and parents in col- ment due to a disability. Eligibility criteria lecting appropriate documentation both while in school and upon gradua- include insurance contributions and how on students’ disabilities, limitations, tion. These work incentives enable stu- performance, and behaviors that will dents to be proactive in obtaining train- the disability might prevent an individual assist SSA in initial determination, ing, support or other services critical to from doing work for which they are continuing disability review, or age- enhancing their future employment op- qualified. 18 redetermination of eligibility. portunities and outcomes. With the Ticket to Work and Work Incentives availability of these work incentives, • Establish a close relationship with lo- Improvement Act. The federal Act, special education teachers, SSA profes- cal SSA staff to facilitate communica- signed into law in 1999, is designed to tion among students, parents, school sionals, vocational rehabilitation per- provide state governments with a variety personnel, and SSA staff. sonnel, parents, and others must become knowledgeable of their of policies and programs they can use to • Collaborate with and engage other application, use, and benefit for youth help low-income individuals with professionals (i.e., vocational reha- with disabilities as a means to achieving disabilities join the workforce without bilitation, SSA, and human services) positive employment outcomes. who share a common interest in stu- losing their Medicaid benefits. The Act has dents’ secondary and postsecondary References two sections: Title I deals with employ- Johnson, D. R., McGrew, K., Bloomberg, L., Bruininks, R. H., & Lin, H. C. education, and employment success. (1997). Policy research brief: A national perspective on the postschool ment and Title II with health care cover- outcomes and community adjustment of individuals with severe disabilities. Minneapolis: University of Minnesota, Institute on Commu- age. Title I is called the Ticket to Work and nity Integration. Self-Sufficiency Program, and is a vol- Additional Support Louis Harris and Associates (1998). National Organization on Disabil- ity/Harris survey of Americans with disabilities. New York: Author. untary program administered by the Other recent federal legislation has also National Council on Disability (2000). Transition and postschool outcomes for youth with disabilities: Closing the gaps to postsecondary Social Security Administration to assist been enacted to support students’ post- education and employment. Washington DC: Author. secondary participation in employment. Social Security Administration (1996). Plan for achieving self-support. individuals with disabilities to gain access The Ticket to Work and Work Incentives (SSA Form No. 545-5/96). Baltimore MD: Author. to employment training and placement Virginia Commonwealth University (1996). Project UNITE: The results Improvement Act (P.L. 106-170), signed from a survey of parents of students with disabilities at a meeting of services. Vocational Rehabilitation, Project UNITE, and Office of Special Education into law in 1999, is an example of fed- Personnel. Richmond, VA: Author. eral legislation designed to help SSI and For additional information see the 2002 Redbook on Employment Support: A Summary Guide to Employment Support Available to SSDI recipients access employment. The People with Disabilities Under the Social Security Disability Insur- David R. Johnson is Director of the Ticket to Work program, for example, ance and Supplemental Security Income Programs (SSA Pub. No. Institute on Community Integration, 64-030), published by the Social Security Administration. Avail- expands the number of employment able on the Web at www.ssa.gov/work/ResourcesToolkit/ University of Minnesota, Minneapolis. He redbook.html or by calling 410/965-0945. service providers, and grants to SSI and may be reached at 612/624-1062 or at SSDI recipients the right to choose from [email protected]. whom they will receive services.

Published on the Web site of the Institute on Community Integration (http://ici.umn.edu/products/impact/151/). 4 Overview SSI and Postsecondary Education Support for Students with Disabilities

by Thomas P. Golden and Megan A. Jones

Young adults with disabilities who re- land to name two). In many states, clusion limit is either exhausted or the ceive Supplementary Security Income youth who receive SSI are automatically student is no longer eligible. When tak- (SSI) may think that postsecondary edu- entitled to tuition waivers as long as ing advantage of this income exclusion, cation is beyond their financial reach be- they meet entrance requirements. Fur- students must provide documentation cause their SSI benefits do not provide ther, most institutions of higher educa- of their attendance/participation in them with enough income for living and tion offer financial aid packages of school and the amount of monthly earn- medical expenses after the costs of edu- which students with disabilities should ings. An example illustrating the Stu- cation have been met. Employment in be aware. dent Earned Income Exclusion follows: addition to schooling may not seem a vi- It is important to remember that Chris attends his local community able option because earned income can when accessing a tuition waiver, a stu- college and earns $900 per month as result in a decrease in, or disqualifica- dent should make sure to understand a part-time librarian. Using the Stu- tion from, the receipt of SSI and related the impact that a part-time job or par- dent Earned Income Exclusion, all of medical benefits. However, there are ticipation in a work-study program may his monthly income for his first ways that students with disabilities can have on this benefit. In some cases, earn- month of work will be “excluded” finance postsecondary education and re- ings may impact the amount of the SSI and will not impact his monthly SSI tain all or some of their SSI benefits. check received and inadvertently impact check. His second month’s earned in- The option of retaining benefits qualifying for the waiver. come will also be excluded as he is while financing postsecondary educa- Though income earned while receiv- beneath the monthly allowable limits tion is especially important for students ing SSI will usually reduce the amount in 2002 of $1,320 and has only used with disabilities given findings that only of benefit that an individual receives, $1,800 of his maximum allowed approximately 27% of these students go once that individual is enrolled in threshold of $5,340. Chris can con- on to postsecondary education as com- postsecondary school or further educa- tinue working at this level for the pared to 68% of students without dis- tion some earnings from work-study next three months without impacting abilities (Blackorby and Wagner, 1996; programs or part-time employment can his SSI. At the end of five months of Wittenburg, Fishman, Golden & Allen, be excluded so that they do not impact work he will only have exhausted 2000). Further, data shows that youth SSI benefits. These exclusions are pos- $4,500 of his Student Earned Income who participate in and complete post- sible under several incentives adminis- Exclusion for the year. However, in secondary education or vocational train- tered by the Social Security Administra- the sixth month he can only exclude ing are more likely to secure employ- tion (SSA). $840 of his $900 monthly earnings ment than are those who do not (Benz, as that will bring him to the annual Doren and Yvanoff, 1998; Blackorby & Impact of Earnings on SSI and limit of $5,340. In months one Wagner, 1996; National Organization on Income Exclusions through five of employment Chris Disabilities, 1998). The remainder of will continue to receive a full SSI this article examines ways in which SSI The SSA allows students under age 22, check. can be compatible with postsecondary who regularly attend school and who education support. meet other criteria, to exclude up to Once the Student Earned Income Ex- $1,320 of earned income per month (up clusion is applied and exhausted on Tuition Waivers and Financial Aid to a total of $5,340 per year) in 2002. either a monthly or annual basis, there This is known as the Student Earned In- are additional income exclusions that Given that SSI is a means-tested pro- come Exclusion. Under this incentive, a may be applied if the student still has gram, based on an individual’s income student who meets eligibility criteria countable earned income. The SSA will and resources, recipients of SSI can take could earn up to $5,340 a year and not also deduct an Earned Income Disregard advantage of several incentives that ex- affect the amount of SSI received. of $65 from any remaining countable ist under other state and federal pro- The Student Earned Income Exclu- earnings. It also allows a $20 General In- grams. For example, most state commu- sion is applied prior to any other exclu- come Exclusion, which can be applied to nity college systems offer tuition waivers sions. It is applied only to earned in- unearned income (i.e. Social Security for students who meet certain financial come on a monthly basis up to the Disability Insurance, monetary gifts), or requirements (e.g. Florida and Mary- monthly threshhold until the annual ex- if the student has no unearned income

Implications for Practitioners this can be applied to remaining count- has a disposable income of $6,300 in able earned income after the $65 disre- earnings plus his SSI benefit of Although it is evident that Social Secu- gard. From the remaining countable $3,407.50, totaling $9,707.50 – a rity work incentives can assist postsec- earned income, the SSA will only count $5,892.50 increase from collecting SSI ondary students with disabilities by al- half of that income, meaning that they benefits alone. Also note that as long as lowing them to work and still retain all will divide what earnings remain by half he is eligible for SSI, Chris is also eligible or some of their SSI benefits, many may and then deduct that amount from the for the federal and state medical benefits not be aware that these incentives exist. federal benefit rate allowed for that indi- that exist under this program. They may also be daunted or confused vidual. Using the example of Chris: by the paperwork, reporting require- In Chris’ sixth month of employ- Additional Work Incentives ments, and formulas that are required ment, he will only be able to exclude and applied in order to receive incen- $840 of his $900 earnings – leaving The Social Security Administration pro- tives. For students with disabilities to countable earnings of $60. From this vides several other work incentives that benefit from receiving SSI while working remaining $60 the SSA will subtract may support a student with a disability and attending school, it is necessary to: the $65 Earned Income Disregard, to pursue postsecondary education. Im- • Educate high school and postsec- meaning that Chris will still have no pairment-Related Work Expense allows ondary school guidance counselors, countable income in his sixth month a SSI recipient to exclude from their postsecondary student employment of work and will receive a full SSI countable earned income work expenses personnel, and disability service per- check. However, Chris’ seventh that are related to their disability. These sonnel about the benefits of and pro- month of employment has a very dif- work expenses must be impairment-re- cedures for applying for SSI and re- ferent impact on Chris’ benefit check. lated and paid for by the recipient. lated work incentives. These expenses are excluded prior to di- If Chris earns $900 during the sev- • Provide students with direct assis- viding countable income in half as refer- enth month of employment, and is tance in applying for SSI benefits, fill- enced in the example above, meaning not in a new calendar year, no Stu- ing out PASS plans, etc. dent Earned Income Exclusion will be that a person can only re-coup up to 50% available. This means that SSA will of the amount of the actual expense. In • Offer career counseling geared spe- begin by deducting the $65 Earned addition, the SSA also has a Blind Work cifically for postsecondary students Income Disregard from the $900 Expense for individuals who are legally with disabilities. earnings, leaving countable earnings blind. Blind Work Expenses are de- • Conduct outreach to local employers of $835. As Chris has no unearned ducted from countable earnings after promoting employment of students income, the SSA will deduct the Gen- the SSA divides earned income in half. with disabilities. eral Income Exclusion of $20 leaving This means that the recipient can re- countable earned income of $815. coup up to 100% of work expenses paid References Benz, M., Doren, B. & Yovanoff, P. (1998). Crossing the great divide: The SSA will then divide the $815 in out of pocket. Finally, the SSA adminis- Predicting productive engagement for young women with disabili- half leaving countable earnings of ters the Plan for Achieving Self-Support ties. Career Development for Exceptional Individuals, 21(1), 3-16. Blackorby, J. & Wagner, M. (1996). Longitudinal postschool outcomes $407.50. This amount will be sub- Program, which allows eligible recipi- of youth with disabilities: Findings from the National Longitudinal tracted from the federal benefit rate. ents to set aside certain income and re- Transition Study. Exceptional Children, 62, 399-413. National Organization on Disabilities (1998). N.O.D. Harris survey of So if Chris is single and living alone sources that they need in order to reach Americans with disabilities. Washington D.C.: Louis Harris and Associ- in 2002 in a state that doesn’t supple- a specific vocational objective. ates. Wittenburg, D.C., Fishman, M.E., Golden, T.P. & Allen, V. (2000). School- ment the federal benefit rate, his nor- More information about these and to-work transitions by youths with disabilities: Background and policy other work incentive provisions are out- research issues. Ithaca, NY: Rehabilitation Research and Training Center mal monthly SSI check of $545 will on Economic Research on the Impact of Employment Policy for Per- be reduced to $137.50. lined in the SSA Red Book on Employment sons with Disabilities, Cornell University. Support (SSA Publication #64-030) that This example illustrates how the Student can be found online at http://www.ssa. Thomas P. Golden is on faculty with the Earned Income Exclusion can support gov/work or by visiting your local SSA Program on Employment and Disability, the pursuit of postsecondary education office. A national network of Benefits Cornell University, Ithaca, New York, and a by increasing monthly disposable in- Planning, Assistance and Outreach member of the Ticket to Work and Work come. If Chris simply attended school Projects has also been established by the Incentives Advisory Panel. He may be and did not work, during the seven SSA to provide supports and informa- reached at 607/255-7727 or tpg3@cornell. months outlined above he would have tion to SSI recipients and to SSDI ben- edu. Megan A. Jones is Assistant Professor had only $3,815 of disposable income. eficiaries seeking vocational goals and in the Center on Disability Studies, Univer- However, by working and by being able employment. A listing of these centers sity of Hawaii, Manoa, and may be to retain much of his SSI check to sup- across the U.S. is available at the reached at 808/956-6166 or meganj@ port his postsecondary education, Chris Administration’s Web site listed above. hawaii.edu.

Published on the Web site of the Institute on Community Integration (http://ici.umn.edu/products/impact/151/). 6 Overview Supporting Families to Coordinate Cross- Agency Benefits and Utilize Work Incentives

by Kris Schoeller

The Brown family has three children 21), life can become even more complex the redetermination process at age 18. with disabilities. Ann, who is currently with the addition of outside agencies Two families had received notice of in a transition program in her school, and benefits. The language and regula- overpayment, one of whom owed a sub- has Down syndrome. She has been on tions for each agency are often difficult stantial amount due to a misunder- Supplemental Security Income (SSI) and to understand, and confusion or lack of standing of resource limits and SSA’s Medical Assistance (MA) for three years awareness regarding all the require- failure to conduct any review in three and has held a competitive job, with ments on the part of families are not un- years. One family had been switched to school support, for most of that time. common. SSDI as a result of their son’s work his- Although the Social Security Adminis- tory and earnings, and one family tration (SSA) had sent written informa- Study of Families Receiving SSI struggled with the interface between tion periodically during that time, they multiple benefits (housing, waivers, SSI had not conducted a formal review of This article presents findings and dis- and Medical Assistance [MA]). the family’s benefits in those three years. cussion from a follow-along study of six When the family attended a parent families involved with SSI and Social Six Major Issues for Families workshop on SSI and Work Incentives, Security Disability Insurance (SSDI) they became very concerned when they who documented the problems they Six major themes related to their experi- heard that in order to receive SSI the experienced navigating the systems in- ences with SSI were identified by the limit on Ann’s resources was $2000, volved, and have made recommenda- families, youth, and the professionals and that her wages must be reported in tions to improve the ability of families who worked with them. They were: order to adjust the SSI amount. Ann’s to utilize SSI/SSDI work incentives to • The information and process regard- savings and checking account was over enhance employment results for their ing SSI/SSDI/MA, work incentives, the $2000 limit and no wages had been transition-age member with disabilities. and how wages impact these benefit reported. The Browns immediately The follow-along study in which they programs is confusing and over- made copies of their bank statements participated was conducted by the Insti- whelming for families, youth, and and pay stubs and made an appoint- tute on Community Integration at the transition planning teams. They sug- ment with SSA. They felt that if they University of Minnesota, and The Study gested that a single point of contact, showed good faith, SSA would not pe- Group, Inc., with funding by the Office a person knowledgeable about SSI/ nalize them for misunderstanding the of Special Education and Rehabilitative SSDI, work incentives, impact of information and limits. Because SSA Services, U.S. Department of Education. wages on SSI/SSDI and other ben- rules state that a person “should have Its goal was to develop and test strate- efits such as Section 8 housing and known” (20CFR416.552[abc]) the gies for increasing utilization of SSI/ Medicaid, be part of the transition agency would not consider a waiver of SSDI work incentives for enhancing em- team to address these issues. overpayment. For each month that Ann ployment of transition-age youth with • Parents, youth and professionals do had a balance exceeding $2000, the fam- disabilities. not have adequate knowledge of ily owed the entire SSI amount, a total Six families with a total of seven what assessment and disability/work of $12,000. To add to the problem, SSA youth, ages 18-21, from the St. Paul related information was needed by staff suggested there may be fraud (Minnesota) Public Schools’ Focus Be- Social Security and Disability Deter- charges. Ann was immediately dropped yond Transition programs participated mination Services (DDS), especially from SSI and Medical Assistance. Her in the study. The young adults were 18- during the redetermination process file was placed in inactive status. They 21 years old; five had mental retardation at age 18. were told that as long as she didn’t reap- with or without other conditions, one ply they probably would not attempt to had learning disabilities and behavioral • Although SSA sends written commu- retrieve the overpayment. If they did re- needs, and one had post-polio syndrome nication to families and youth regard- apply, the overpayment would be col- and mental health needs. Their cultural ing eligibility and resource require- lected on a monthly basis. and ethnic heritage was Caucasian (4), ments, families don’t fully under- The lives of families who have chil- Vietnamese (1), Hmong (1), and African stand and comply with resource lim- dren with disabilities can be overwhelm- American (1). Three of the families had its and wage reporting requirements, ing. During the transition years (ages 14- been denied SSI benefits as a result of causing overpayments. Many fami-

lies are engaged in communication riers include inadequate assessment and Parental Expectations of with multiple agencies to secure documentation of the disability, under- Students Receiving Benefits medical, educational, and functional standing of how the disability impacts supports for their child. This often employment, and lack of skills in report- In a 2000 study of Social Security issues results in families not tracking the ing supports that youth receive on a job. different requirements for each. With better coordination and communi- for students in transition from high school • Staff in the Social Security Adminis- cation to adequately document and ar- to adult services, 121 pairs of students tration, education, rehabilitation, ticulate the supports provided to youth and parents were surveyed by the Insti- and other services/agencies lack ad- by teachers and rehabilitation counse- tute for Community Inclusion at Boston equate education in cultural compe- lors during the transition years, DDS Children’s Hospital. The study assessed the and SSA would better understand the tence, sensitivity, and awareness. career path, barriers to employment, and employment assistance that students re- • Emotional/behavioral disorder ceive. Developing a uniform student re- career decision-making process for young (EBD) does not translate into an SSA porting form for all outside agencies adults with disabilities; investigated the mental health diagnosis. would also help in obtaining better in- role of parents in the transition from • There is little benefit for families and formation on students. Ongoing train- school to work; and examined the impact youth to use the Plan for Achieving ing and technical assistance for families, of SSI/SSDI participation on career expec- Self-Support (PASS) and Impair- youth, and all those individuals involved tations. Eighty percent of the students ment-Related Work Expense (IRWE) in the transition process would increase work incentives while still in transi- the likelihood of complete and accurate were under age 18, 75% were reported as tion school programs. reporting. having a learning disability, and 25% received Social Security benefits. The Below are summaries of their comments on each of the six areas. Fear of Overpayments results indicated that parents of students who received some type of support from Families are overwhelmed with the day- the Social Security Administration had Confusing and Complex Process to-day needs of parenting children and youth with disabilities. Some families statistically significant differences in some The system is too complex for many are working with multiple agencies and expectations for their children when teachers or families to navigate. They medical experts, each using terminolo- compared with parents of children not continue to need information and sup- gies that are difficult to understand and port to clearly understand the applica- receiving benefits. They included: each with eligibility and maintenance tion and reporting processes, resource systems that are complex. In addition, • The short and long-term expectations requirements, the differences between for some families English is their second that their children would be working or SSI and SSDI work incentives, and the language or they do not read. Thus, the engaged in educational or vocational impact of wages on these benefits. Out- information regarding limits on re- comes for youth with disabilities would training after high school were lower for sources and impact of wages on benefits improve if transition services provided a parents of students receiving benefits. is not always completely understood. service coordinator to work with fami- This results in overpayments, some very • Parents of SSA beneficiaries rated their lies, youth, and transition planning excessive. The fear of overpayment was children’s self-determination in career teams to coordinate and navigate mul- an ongoing passionate concern and tre- decision-making lower than did parents tiple service systems. SSA has currently mendously stressful event addressed for established Employment Support Repre- of non-beneficiaries, and were more likely these families. SSA holds all beneficia- sentatives, and in all states funded Ben- to indicate that their children could not ries responsible for knowing and under- efits Specialists, who will work with make their own decisions, evaluate what standing these requirements. Annual re- families and community agencies in this views could result in catching problems they were good at, or ask for help. regard. More are needed. and lessening the amount owed in over- • Other factors such as the nature of payment. Ongoing outreach and train- disability or type of education services Process During Redetermination at ing for families and consumers would (segregated or integrated) did not Age 18 Lacks Uniformity increase their knowledge. Families can better process and understand complex contribute to differences in expectations. Many of the denials at age 18 redetermi- information when it is presented infor- Families and schools need to work nation are based on inadequate informa- mally and, if possible, in person rather tion from education, health and human together to understand these expecta- than in writing by teachers, county so- services, and rehabilitation services. Bar- tions and their impact, and employment cial workers, rehabilitation counselors, options for student beneficiaries. [Schoeller, continued on page 29] Contributed by Sheila Fesko, Institute for Community Inclusion, Published on the Web site of the Institute on Community Integration (http://ici.umn.edu/products/impact/151/). Boston Children’s Hospital. For information on the complete report contact her at 617/355-6271. 8 Overview Implications of the Ticket to Work and Self-Sufficiency Program for Young Adults

by Thomas P. Golden, Susan O’Mara, David Brewer and Carol Blessing

On December 17, 1999, President quests such services.” (SSA 2001, p. 12) youth in transition, it is helpful to recog- Clinton signed the Ticket to Work and The Ticket to Work Program will be nize that they may fall among one of the Work Incentives Improvement Act (P.L. phased in nationally over a three-year following three distinct categories of 106-170) into law establishing in section period beginning in January, 2002, with employment awareness. Services will 101(a) the Ticket to Work and Self-Suffi- beneficiaries in 13 states: Arizona, Colo- vary greatly depending upon which of ciency Program (Ticket to Work Pro- rado, Delaware, Florida, Illinois, Iowa, the three profiles a person most closely gram) as well as several other provisions Massachusetts, New York, Oklahoma, matches, however all of these areas re- to support the movement of beneficia- Oregon, South Carolina, Vermont and quire that service providers are adept at ries with disabilities who receive Supple- Wisconsin. The remaining states will be forming and sustaining strong partner- mental Security Income (SSI) and Social included by January, 2004. ships within and throughout a variety of Security Disability Insurance (SSDI) communities: into employment. Who Is Eligible For The Ticket To • A person has limited or no idea of The Ticket to Work Program was es- Work Program? what they are interested in pursuing tablished to expand the universe of pro- in relationship to employment. The viders available to beneficiaries with dis- The Ticket to Work Program is a volun- person who fits into this category abilities as they are afforded the oppor- tary program for those beneficiaries benefits from being provided mul- tunity to choose from whom they access with disabilities with an interest in going tiple opportunities to acquire first- their needed employment services and to work. To be eligible for a Ticket a ben- hand knowledge about a broad vari- supports. The Ticket to Work Program eficiary must be entitled to cash benefits ety of employment options. The also increased provider incentives to from either SSI or SSDI and have com- individual may participate in a range serve these individuals. The Social Secu- pleted their age 18 redetermination as of assessment activities including but rity Administration (SSA) administers well as their first continuing disability not limited to completing interest in- this new program with the support of review if medical improvement was ex- ventories, touring employment sites, Maximus, Inc, the entity contracted pected by the SSA. Translated into En- interviewing employees/employers, with by the SSA to serve as the program glish, this means that most beneficiaries and experiencing internships both manager. between the ages of 18-65 will get a within the school and general com- The SSA is currently contracting with Ticket. This would include transition- munity. The intended outcome of the agencies to serve as Employment Net- aged youth that meet the above criteria. work is to guide a student through works (EN). These ENs perform an array different work environments and ac- of duties under the law, including pro- What Services Are Available Under tivities in order enable them to make viding employment services, vocational The Ticket To Work Program? more specifically informed decisions rehabilitation (VR) services, and other about the chosen employment path. support services to assist individuals Basically, there are no limitations on ser- • A person has an idea about the type with disabilities to obtain and maintain vices and supports available under the of employment they are interested in employment. Under this program, the Ticket to Work Program as specified in pursuing, but there is no formal plan SSA is directed to provide to beneficia- the Ticket to Work and Work Incentives guiding the path towards employ- ries with disabilities who meet certain Improvement Act. However, services ment. In this scenario, it is important eligibility criteria a Ticket they may use and supports may be limited by the ca- that the student’s employment goal is to obtain employment services, VR ser- pacities and expertise of specific ENs articulated in the plan for education vices and/or other support services from and whether or not the service is em- so that appropriate services may be an EN of their choice. ployment-related and necessary to sup- obtained and orchestrated in concert “A Ticket under the Ticket to Work port the employment goal. with the academic goals for standard and Self-Sufficiency Program is a docu- achievement. The intended outcome ment that provides evidence of SSA’s What Are the Types of Employment of the work is to integrate the pro- agreement to pay an EN or a State VR Awareness? gram and services so that a person is agency for providing employment ser- moving steadily toward their stated vices, VR services and/or other support When thinking about the type of em- employment goal and that annual services to a Ticket recipient who re- ployment services that may best suit

Consideration of Interests, Abilities, evaluations and subsequent educa- come eligible to access the Ticket to Preferences, and Support Needs tional/program goals are developed Work program will already be actively in response to this. Linkage to com- engaged in planning for the transition to Prior to selecting a provider to deliver munity service providers, employers, life and employment in the community. employment services, an individual and other community entities is es- As defined in federal statute, transition must consider developing a profile of sential for providing a seamless tran- planning should begin at age 14, or ear- what their preferred employment out- sition from school to employment. lier if deemed appropriate. The Indi- look is based on their interest, prefer- • A person has clearly articulated em- viduals with Disabilities Education Act ences, abilities and support need. To be- ployment goals and there is a formal mandates several transition benchmarks gin developing this profile, an individual plan in place and it is being imple- be adhered to. They include the develop- should first consider what they are most mented. The person who fits this cat- ment of a statement of needed transi- interested in doing for work – their pre- egory will benefit from employment tion instruction, development of an In- ferred field of interest (e.g. computer services and supports that will en- dividual Education Plan, identification technology, customer service, health hance the existing programs, services of long-term adult outcomes, identifica- and human services, etc.). Next they and activities. Fine tuning vocational tion of needed transition services, and, should look at what types of environ- skills, honing work environments, ex- finally, development of a coordinated set ments they are most interested in per- panding community membership of activities for transition to employ- forming this work in. Let’s say for ex- roles, building a career ladder, etc. ment, postsecondary education, and ample a person expresses a strong are the outcomes toward which to community living. Employment-related interest in computer technology – strive. questions that transition-aged youth, specifically data entry and materials de- parents, and educators are likely to be velopment. That type of work can be already addressing during the transition done in a variety of settings – a college, a What Are Decisions That Should Be planning process include: factory, a doctor’s office, and an array of Made In Accessing Ticket To Work? • What are the quality indicators of other locations. Selecting the setting, in many cases, is dictated by other employ- Once a beneficiary has made a decision employment for this student? ment indicators. Does the person want a to pursue work, that person must take • Are the student’s preferred outcomes fast-paced environment, low stress, high into consideration several types of infor- viable and do they have a feasible occurrence of interaction with co-work- mation to aid them in making the best plan for attainment? ers, certain hours/schedule, certain decision in regard to selecting an EN: • If not, how will we support them in types of benefits, a specific pay range, • Their unique interests, preferences, identifying more viable and feasible etc.? These preferences dictate the type abilities, and support needs. outcomes? of environment that might be most con- • The impact of their choices on their • What supports might this person ducive to the individual’s overall level of financial well-being and indepen- need to work toward this outcome? job satisfaction. Getting an understand- dence. • What are current resources and sup- ing of this up front in the employment • Individual service provider capacities ports that can be built on? planning process is critical and will assist the individual in making a more in- to best meet their unique set of em- • Where can additional resources and formed choice as to what provider is ployment needs. supports be secured? best equipped and has the most experi- • Elements of a comprehensive work • What will be the impact of work on ence placing individuals in jobs that best plan clearly outlining their preferred the person’s benefits, health care, and match their profile. employment indicators, goals, and overall financial situation? A second important aspect is the per- objectives. • What level of earnings/income will son having an understanding of what While the notion of gathering and the student need to generate to sup- their unique and specific needs for sup- organizing such information can be a port their overall goals for adult life port are. For example, if the individual daunting task for any person consider- in the community? doesn’t understand the functional impli- ing employment, the prospect may be cations of their disability for work, they For many, the information and insights even more overwhelming for a youth in might want to consider a provider who they will have gained through addressing transition who has limited experience in can assist them in learning more about questions such as these in the transition the competitive employment and em- themselves as an important first step in planning process will serve as a founda- ployment service arenas. It is important developing their work plan. If the pro- tion for their efforts to evaluate and to recognize, however, that for many it vider does not have specific expertise in choose an Employment Network respon- does not entail starting from scratch. assessment or evaluation, the individual sive to their interests and needs. Many transition-aged youth who be- might want to consider another pro- [Golden, continued on page 30]

Published on the Web site of the Institute on Community Integration (http://ici.umn.edu/products/impact/151/). 10 Overview SSA Employment Support Update

by J. Kenneth McGill

A number of important policies and • Continued Medicaid Eligibility- and yearly limits will be adjusted an- structures through the Social Security Section 1619b. An individual can nually based on the cost of living Administration (SSA) support young continue to have Medicaid coverage index. people with disabilities in transition to even if earnings become too high for • Substantial Gainful Activity adulthood. Some of the employment SSI cash payments. (SGA). The maximum amount of supports have been in place for years, • Continued Payment of Benefits. earnings a person could have and while others are the result of recent Payment of benefits may be contin- continue to receive SSDI payments changes. This article summarizes the ued for an individual whose disability was $500 per month in January 1990 long-standing provisions most likely to ceased because of medical recovery through June 1999. This was consid- be used in transition planning, as well as while participating in an approved ered a barrier to those who wanted to recent regulatory changes that enhance State or non-State vocational reha- work more but feared that they could those supports. bilitation program if requirements not sustain work and that they would are met. lose this support. This amount has Long-standing Work Incentives • Study Abroad Provision. Under been increased and, more impor- this provision, a student of any age tantly, is now indexed to the coun- The following are highlights of some of may be eligible for SSI benefits while try’s rate of inflation. In 2002, a per- the ongoing work incentive provisions temporarily outside the U.S. for the son can earn $780 per month and in SSA programs most likely to be used purpose of conducting studies if he continue to receive their SSDI ben- in transition planning: or she meets the requirements. efits. A visually impaired youth could • Impairment Related Work Ex- earn $1300 per month. SGA is an is- penses (IRWE). SSA deducts out-of- There are other work incentives which sue for someone applying for SSI. pocket costs of certain impairment- support SSI and Social Security Disabil- • Trial Work Period Policy (TWP). related items and services that an ity Insurance (SSDI) beneficiaries’ work Students entering work may use the individual needs to work from the activities. For more information about TWP, which allows SSDI beneficia- gross earning when SSA decides if the above and other provisions go to the ries to test their ability to work for a the “countable earnings” demon- SSA online work incentive resource, The minimum of nine months over a five- strate performance of Substantial Redbook on Employment Support, at year period. During those nine Gainful Employment (SGA). SSA also http://www.ssa.gov/work/Resources months, the beneficiary will receive excludes IRWE from earned income Toolkit/redbook.html. Or call 410/965- full SSDI benefits regardless of earn- when determining an individual’s 0945 or fax 410/965-0696. ings so long as they continue to have Supplemental Security Income (SSI) a disabling impairment. In 2002, SSA monthly payment amount. New Supports and Opportunities increased to $560 the monthly earn- • Plan for Achieving Self Support ings that are used to determine if a (PASS). The PASS provision allows In 2000, the SSA issued regulations to month counts for the TWP. improve the program’s return-to-work individuals to set aside income and/ In addition to the new supports and or resources for a specified time for a features and provide additional opportunities for youth to gain employment opportunities resulting from changes in work goal. For initial and continuing regulations, the Ticket to Work and SSI eligibility determinations, the in- skills and access to work. These regulations made the following changes: Work Incentives Improvement Act of come and/or resources set aside un- 1999 offers additional options to youth. der a PASS are not counted. • Student Earned Income Exclu- The Ticket to Work and Work Incentives • Special Payments for People who sion. Individuals up to age 22, not Improvement Act of 1999 was enacted Work 1619a. An individual can re- married nor head of household, who to assist people with disabilities who de- ceive SSI cash payments even when are regularly attending school, are eli- sire to work to overcome various em- earned income (gross wages and/or gible for the Student Earned Income ployment barriers. This legislation con- net earnings from self-employment) Exclusion. SSA does not count up to tains many features that are important is at the level of SGA. This eliminates $1,320 of earned income per month to youth, including the following: the need for the Trial Work Period when figuring the SSI payment • Benefits Planning, Assistance, (TWP) and the Extended Period of amount. The maximum yearly exclu- and Outreach Program (BPA&O). Eligibility. sion is $5,340 for 2002. The monthly BPA&O Specialists are located in all

states and in many different types of in the private sector. As a result it is ac- tunities for leadership development service organizations. These special- tively engaged in partnerships and rela- and college preparation. Participants ists are trained and certified to pro- tionships which share youth transition work with a Vocational Rehabilita- vide accurate information on SSA as a goal. It is also pilot testing programs tion Counselor. programs so that they can be selected that can answer questions about the role and used to carry out youth transi- SSA plays in overall national youth SSA also encourages the involvement tion goals and plans. policy development. Ongoing SSA of SSI/SSDI youth in employment, educational and leadership opportunities • Protection and Advocacy Services activities to ensure youth involvement such as development of research models for Beneficiaries of Social Secu- include the following: and evaluation mechanisms; partnering rity (PABSS). PABSS staff are avail- • Interagency committee participation. with agencies in the annual National able to insure that individuals are • Pilot projects on youth and transi- Youth Leadership Conference; initiating aware of their rights and know how tion. community outreach activities to gather to both protect and apply them. • Conference participation. ideas and suggestions from youth, fami- Through these features, assistance is • Agency collaboration funding youth lies, service providers, and State and available in the broader community and transition program. Federal employees; creating youth focused employment support projects; within the agency at the point of contact • Legislation and policy development. between the organization and the appli- and maintaining a Web site (www.ssa. cant for employment services. Examples of current partnerships gov/work) to make it possible for indi- There have also been changes that that are providing SSA with information viduals to obtain up to date information have expedited reinstatement of SSI/ on the transition process for youth ben- on youth focused activities. SSDI benefits. Effective January 1, 2001, eficiaries are: The Social Security Administration’s Office of Employment Support Pro- former SSI and SSDI beneficiaries are • Youth Continuing Disability Ini- grams looks forward to partnerships able to request reinstatement of benefits tiative (Maryland and Florida). In with educators and administrators to if the benefits were terminated because Maryland and Florida, youth ages 15 help youth effectively transition to gain- he or she went to work and is unable to and 16 receiving SSI participate in ful employment. It anticipates future continue work because of the same the pilot initiative for enhanced tran- collaboration in youth forums and other medical condition on which previous sition services and are motivated to venues, which address youth transition disability benefit was based. A request explore employment opportunities. planning, program development, and for reinstatement must be filed within Participants work with a Career research and evaluation. Looking to the 60 months from the month in which the Development Specialist. previous benefits were terminated. future, SSA recently held three confer- • Putting the Pieces Together for And, lastly, there have been changes ences to gather ideas and suggestions Employment (Illinois). In three Illi- to the continuing disability review pro- from the public and published a Notice nois high schools, youth with dis- cess that are of benefit to youth. Effec- soliciting input from the community on abilities along with their families are tive January 1, 2001, SSA does not con- the design of future transition projects provided benefits counseling in duct a continuing disability review of a and policies. preparation for employment and re- SSI or SSDI beneficiary’s medical condi- ceive information on additional re- tion while the beneficiary is using a sources available. This research Conclusion Ticket to Work. And as of January 1, project is the one project of the 12 2002, SSA will not conduct a continuing Long-standing and new SSA provisions State Partnership Initiatives with a disability review of a beneficiary’s medi- provide valuable transition resources. youth focused intervention. Partici- cal condition because the beneficiary is The Social Security Administration con- pants work with a Benefits Specialist. working if the beneficiary has received tinues to plan for new supports to en- Social Security disability benefits for at • Cooperative Agreement with DC hance the transition process for youth least 24 months. Children’s Medical Center. In with disabilities. Washington, DC, there is a partnership with DC Children’s Medical J. Kenneth McGill is Associate Commis- Partnerships to Support Transition Center and the school system to pro- sioner for Employment Support Programs, While SSA does not have direct respon- vide transition planning for SSI Social Security Administration, Baltimore. sibility to provide transition services, it youth 11-21 years of age. Participants For additional information contact Christa has a vested interest in the outcome of receive vocational counseling with Bucks Camacho at 410/966-5147 or by e- the youth policies and programs of orga- their parents and attend transition mail at [email protected]. nizations at all levels of government and workshops. Participants have oppor-

Published on the Web site of the Institute on Community Integration (http://ici.umn.edu/products/impact/151/). 12 Profile Benefits Planning and Outreach Projects: Providing Beneficiaries with Information

by Valerie Brooke

Most professionals and advocates work- dividuals with disabilities SSA estab- • Benefits Analysis and Advise- ing in the field of education and reha- lished the Office of Employment Sup- ment. Provide assessment of real or bilitation are aware that the Social Secu- port Programs. Yet, after several studies potential effects of employment or rity Administration’s (SSA) Disability conducted by SSA tracking the utiliza- similar changes that will impact re- Insurance (SSDI) and Supplemental Se- tion of these work incentives, the U.S. cipients’ overall financial well-being, curity Income (SSI) disability benefits General Accounting Office reports that and inform recipients of various op- were designed to provide income and beneficiaries remain uninformed regard- tions available and the projected out- support to individuals who are not ca- ing these work incentives, and conse- come of each. Time-limited assis- pable of engaging in any substantial quently SSA work incentives are highly tance. gainful activity by reason of a disability. underutilized (U.S. GAO, March 1999). • Benefits Support Planning. Give All too often, misinformation and fear direct assistance in the construction of losing cash benefits and/or medical Benefits Planning and Outreach of a plan to promote effective moni- benefits has prompted SSA beneficiaries Programs toring and management of recipi- to limit their employment options. For ents’ benefits programs and work in- some, these concerns are so grave that The Ticket to Work and Work Incentives centives. Time-limited assistance. despite a strong desire to enter the labor Improvement Act of 1999 (PL 106-170) • Benefits Management. Provide force they feel that they must refuse any attempts to address these concerns by benefits monitoring and manage- type of competitive employment. removing many of the existing barriers to employment for people with disabili- ment assistance to recipients who are ties and by making information about likely to experience employment, work incentives available in communi- benefits, or other changes that will The U.S. General Accounting Office ties across the country. The Ticket legis- affect their benefits status, health lation directed the SSA to establish com- care, or overall financial well-being. reports that beneficiaries remain munity-based benefits planning, assis- Assistance on a scheduled basis over an extended period of time. uninformed regarding these work tance, and outreach programs designed to provide accurate information and as- To date, a total of 116 cooperative incentives and consequently SSA sistance on benefit programs, and work agreements have been awarded, cover- incentives to SSA beneficiaries. To ac- ing every state, territory, and the Dis- work incentives are highly complish this goal SSA established a trict of Columbia. There are 153 sites, program of cooperative agreements 451 Benefits Specialists, and 18,831 ben- underutilized. with entities across the country. These eficiaries who have received services new Benefits Planning and Outreach from their local BPA&O projects be- Programs (BPA&O) provide information tween March 1, 2001 and May 1, 2002. and support across the following areas: Of those SSA beneficiaries receiving ser- • Information and Referral. Provide vices, 49.9% were between the ages of 40 Recognizing these problems, SSA, basic information in response to in- and 59 years of age, with about half of several years ago, instituted a number of quiries about all Federal and State respondents reporting a mental or emo- work incentives for beneficiaries, includ- benefit programs, and/or referral to tional disability and systems diseases. ing referral to state Vocational Rehabili- government agencies and other com- Over 90% of those individuals who re- tation services, trial work periods, con- munity resources. One to several con- ceived intensive benefits support tinuing eligibility for Medicare, deduc- tacts over a short period of time. through their BPA&O program were ei- tion of Impairment Related Work Ex- • Problem Solving and Advocacy. ther employed or seeking employment penses (IRWE) from taxable income, ex- Solve specific Federal and State ben- (Kregel, Head, 2002). clusion of income and resources when efit and work incentive issues and This SSA program of national signifi- using a Plan for Achieving Self Support may involve advocating on behalf of cance requires intensive and ongoing (PASS), subsidy, extended period of eli- recipients with other agencies. In- training, technical assistance, and evalu- gibility, grace period, and Blind Work volvement extending for several ation of effective practices for national Expense. Recently, to further support in- weeks or months. replication. To ensure the overall quality

of the BPA&O projects, SSA contracted velopment, we anticipate many changes saturn.vcu.edu. To find the BPA&O with Cornell University, University of in the data. However, Kregel and Head project nearest you, visit http://www. Missouri-Columbia, the National Asso- (2002) report a number of themes that ssa.gov/work/ServiceProviders/ ciation of Protection and Advocacy, and have clearly emerged at this early stage bpaofactsheet.html on the Web. Virginia Commonwealth University to and they include: 1) beneficiaries who serve as technical assistance centers to are accessing services want to work, 2) References General Accounting Office (March 1999). Criteria for evaluating Social all BPA&O Benefits Specialist on SSA’s youth were not significantly represented Security reform proposals (GAO/HEHS-99-94). Washington, DC: Author. disability programs and work incen- in program services, 3) few beneficiaries Kregel, J. & Head, C. (2002). Promoting employment for SSA beneficiaries: 2001 annual report of the benefits planning assistance and out- tives, the Medicare and Medicaid pro- are receiving income through other Fed- reach program. Virginia Commonwealth University Benefits Assistance grams, and other federal work incentive eral programs, and 4) a wide variety of Resource Center Richmond, Virginia. programs. work incentives are being presented to beneficiaries for their consideration. For Valerie Brooke is Director of Training for a complete report or information about the Virginia Commonwealth University- Conclusion the technical assistance centers, contact RRTC and Project Director for the VCU- SSA’s national BPA&O projects have the Virginia Commonwealth University BARC Technical Assistance Center. She been growing both in terms of numbers Benefits Assistance Resource Center may be reached at 804/828-1873 or by e- and in terms of expertise. Because the (BARC) at http://www.vcu-barc.org or mail at [email protected]. programs are in their early stages of de- e-mail Valerie Brooke at vbrooke@

The New Freedom Initiative and Ticket to Work

President Bush announced the New Freedom abilities both the incentive and the • Providing Americans with disabilities Initiative on February 1, 2001, as part of a means to seek employment. with a voucher-like “ticket” that allows national effort to remove barriers to commu- As part of the New Freedom Initiative, the them to choose their own support ser- nity living for people with disabilities. It is “a Administration will ensure the Act’s swift vices, including vocational education pro- comprehensive plan that represents an im- implementation. grams and rehabilitation services. portant step in working to ensure that all Today, there are more than 7.5 million • Extending Medicare coverage for SSDI Americans have the opportunity to learn and Americans with disabilities receiving ben- beneficiaries so they can return to work develop skills, engage in productive work, efits under Federal disability programs. without the fear of losing health benefits. make choices about their daily lives, and par- According to a recent Harris Survey, con- • Expanding Medicaid eligibility categories ticipate fully in community life” (www.hhs. ducted by the National Organization of for certain working people with severe gov/newfreeedom/init.html). Disability, 72 percent of the Americans disabilities so that they can continue to The following excerpt from the initiative with disabilities want to work. However, receive benefits after their income or con- (www.whitehouse.gov/news/freedom in part because of disincentives in Federal dition improves. initiative/freedominitiative.html) outlines law, less than 1 percent of those receiving the use of the Ticket to Work legislation as a Summary of Action disability benefits fully enter the work- means to support participation in the work- President Bush Has Committed to Sign an force. place for persons with disabilities: Order to Support Effective and Swift Prior to the “Ticket to Work” law, in order Integrating Americans with Implementation of “Ticket to Work”. The to continue to receive disability payments Disabilities Into the Workforce order will direct the federal agency to and health coverage, recipients could not (Part B: Ticket to Work) continue to swiftly implement the law engage in any substantial work. The giving Americans with disabilities the Overview Ticket to Work law, however, provides in- ability to choose their own support ser- In 1999, Congress passed the “Ticket to centives for people with disabilities to re- vices and to maintain their health Work and Work Incentives Improvement turn to work by: benefits when they return to work. Act,” which will give Americans with dis- Reprinted from www.whitehouse.gov/news/freedominitiative/ freedominitiative.html and www.hhs.gov/newfreedom/init.html.

Published on the Web site of the Institute on Community Integration (http://ici.umn.edu/products/impact/151/). Published on the Web site of the Institute on Community Integration (http://ici.umn.edu/products/impact/151/). 14 Profile The I Can Work! Project: Enhancing Employability for Youth with Disabilities

by Sandra Smith

For many individuals with disabilities, background information and to collabo- • Provision of comprehensive voca- disabling conditions are long-term. rate on transition services. MAXIMUS tional assessments and pre-employ- However, with early intervention and staff also educate families about SSA ment services such as travel training appropriate accommodations and ser- benefits and work incentives, including to help prepare participants to suc- vices, there is a greater opportunity for how to use these incentives to assist in ceed in their employment experience. individuals to lead full and independent the transition to independence. A range of progressive employment lives. To test this assumption, in 1999 At the conclusion of two years of op- experiences are provided that may the Social Security Administration (SSA) eration, the I Can Work! project has suc- begin with job shadowing or unpaid awarded a three-year contract to MAXI- cessfully demonstrated that enhanced experience, transitioning to paid em- MUS, to create the I Can Work! project. employability services can result in the ployment. MAXIMUS is a company that provides a employment and eventual independence • Linkages with community services wide range of program management, in- of youth with disabilities. and resources to obtain needed em- formation technology, and consulting ployability services and to employers services to government agencies Project Design and Outcomes in need of participant skills and abili- throughout the United States. The ties who can provide employment ex- project is designed to assist youth with Key to the success of this project is an periences. This includes connecting disabilities who receive Supplement Se- individualized, client-centered services youth with community organizations curity Income (SSI) in obtaining the in- approach that includes the participant, and other service providers not previ- formation and services they need to suc- the participant’s family, and education ously serving these individuals, as cessfully transition from school to work. and agency representatives in a coordi- well as forging links between such nated team, focused on the goal of em- agencies as state departments of Project Overview ployment and the transition to indepen- social services and juvenile justice dence. Project outcomes include the and the school systems to ensure The I Can Work! project serves 15-16 following: achievement of employment goals. year old youth who receive SSI and have • Completion of individualized Youth • A quality assurance system for cost- had a Continuing Disability Review Transition Plans (YTP) that include effective case coordination services, (CDR) performed by the State Disability information on assessments con- including the use of a Case Action Determination Services (DDS). The pi- ducted; participant career interests; Pay Point system that only pays for lot, operated in Florida and Maryland, is identification of strengths and chal- specific, measurable services and out- designed to test whether some of these lenges across each critical domain comes. youth will choose and transition to em- (educational, vocational, family, psy- ployment and independence as a result • Creative leveraging of existing net- chosocial, medical and life skills/ of receiving vocational assessment, em- works including interagency coun- community); and identified service ployability transition planning, and sup- cils, business groups, workforce de- strategies. Goals and objectives for port services. Services begin when eli- velopment organizations, and social each service recommendation are es- gible individuals selected for the study services forums by project staff to tablished and progress on the are referred to the project from the DDS identify and secure services. achievement of each objective is offices in each state. Project staff review • Education, empowerment, and en- thoroughly documented. the referral information and meet with abling of participants, their families, the participant to determine the needed • A team-based services approach that educators, and service providers in vocational assessments and employabil- brings various perspectives to the relation to the transition process, and ity services. Services needed to meet em- transition planning process and le- support and case coordination in ployment goals are coordinated by verages problem-solving and re- achieving desired transition out- project staff from among available resource identification and use. This comes. Case coordination addresses sources and service providers in the approach enables all players to com- all family system and provider sys- community. The education system in municate with each other based on a tem issues affecting participant em- which the participant is enrolled is con- consistent plan of action and services ployability. tacted in order to collect additional that are client-based.

• Participants are able to identify voca- of the IEP to their child’s transition lier age. It has helped identify and ad- tional interests and goals and are fol- to employment and independence. In dress service gaps and link existing re- lowing through on recommended several cases, the YTP goals and ser- sources in a cohesive manner to support transition objectives and service vice strategies have been integrated achievement of independence. Thus far, strategies, such as getting needed into the IEP. Project youth are sup- successful placement into a variety of medical and therapeutic assistance, ported in accessing all appropriate employment options (including paid complying with behavioral objectives post-high school options including and non-paid) has occurred for over 35% and demonstrating progress in enrollment into postsecondary edu- of enrolled individuals. achieving educational objectives. cation and training. • A dramatic increase in the numbers This project has enabled staff to ad- Sandra Smith is the Project Director for the of participant families participating dress employability issues earlier in the MAXIMUS I Can Work! Project. The in Individualized Education Plan lives of the enrolled young people and project’s administrative office is located in (IEP) meetings at schools and in in- has encouraged service systems to at- Alexandria, Virginia. Ms. Smith can be creased understanding of the utility tend to their transition needs at an ear- reached at 703/236-6671 or at sandrasmith@ MAXIMUS.com.

Tinishwa, who has microcephaly (small circumstances, the director of the foundation, cranium), ataxia, and developmental delays, along with MAXIMUS staff, encouraged the is enrolled in special education classes at her family to complete a wish application re- high school, uses an adaptive speaking de- questing a piano and one year of piano les- vice, and has difficulty with fine motor tasks. sons with a special education instructor. During her IEP meeting, she expressed voca- Other agency partners who work closely tional interest in working with small children with this project became involved following and/or working with plants at a nursery. The their attendance at Tinishwa‘s transition IEP team members reported that she needed planning meeting held at the school. An SSA to improve her employment readiness skills Employment Services Representative in a lo- in the areas of fine motor coordination, cal SSA field office researched piano instruc- strength, and endurance, and increase her tors capable of providing lessons to children Granting a ‘Wish’ to rate of attending to tasks. The team sug- with special needs. In March of 2001, the gested that one of the best ways to affect all wish for a new piano and free lessons for one Help Someone Work these key employability skills would be year was granted by the New Hope Children’s through an activity such as that of which she Wish Foundation. That day the piano was de- by Terry Carles had dreamed – learning how to play the livered to her home. She has been dedicated In the process of helping one young woman piano. Though Tinishwa had the ability to to her weekly lessons, only taking time away improve skills needed for employment, a new learn how to play, the school and family were for surgery, and has been offered an oppor- employment development project for youth unable to provide a piano. tunity to play at her church. She will begin with disabilities was also able to help her The MAXIMUS staff person assigned to job-shadowing with the campus day care achieve a special wish. Tinishwa Harris, a this case began researching community- center now that she has begun to improve young woman enrolled in the MAXIMUS I based organizations that might be able to her employability skills. Can Work! project in Orlando, Florida, needed help make this young woman’s dream come The MAXIMUS “I Can Work!” project has to develop her manual dexterity, coordina- true. This research led her to the New Hope been a catalyst in helping this one young tion, strength and endurance in order to ob- Children’s Wish Foundation, in Maitland, woman achieve her dream of learning to tain employment. She also had a wish: She Florida. This organization grants wishes to play the piano while also helping her de- wanted to learn to play the piano. Through children not yet age 18, whose lifespan will velop skills for her future independence. combining the resources of several organiza- likely be shortened due to disability or dis- Contributed by Terry Carles, Site Manager for the MAXIMUS I Can tions, both the need and the wish were met. ease. Upon hearing about this participant’s Work! Project in Orlando, Florida. She can be reached at 407/245- 8000, or by e-mail at TerryCarles@MAXIMUS. com.

Published on the Web site of the Institute on Community Integration (http://ici.umn.edu/products/impact/151/). Published on the Web site of the Institute on Community Integration (http://ici.umn.edu/products/impact/151/). 16 Profile Planning for Something Other Than Poverty: Benefits Counseling in Vermont

by James Smith

In 1999, the Vermont Division of Voca- their employment to career opportuni- program youth with disabilities are most tional Rehabilitation established a com- ties based on a totally arbitrary (and in- likely to receive) includes work incen- prehensive and statewide benefits coun- accurate) number. Furthermore, the tives that support youth pursuing educa- seling program for individuals receiving families and other supporting profes- tional as well as employment goals Social Security Disability Benefits sionals involved with this counselor also namely the Student Earned Income Ex- (Supplemental Security Income and So- walked away with misinformation about clusion and Plan to Achieve Self Suffi- cial Security Disability Insurance). the impact of work on SSI and SSDI ciency (PASS). These services are funded through a benefits. However, to take advantage of these grant from the Social Security Adminis- I do not blame this counselor for his work incentives young people and their tration, which supports six full-time overly conservative approach. Like families must have access to accurate benefits counselors. Since 1999 over 500 many rehabilitation professionals (in- and complete information on the impact people have received comprehensive cluding myself ) who came into this field of employment on all their benefits. A benefits counseling services. Based in in the 1980s and early 1990s, he has young person can still get into difficul- part on the success of this project, in seen many people get into difficulties by ties if not fully aware or informed of 2001 Vermont received grant funding working “too much.” Over the years, a rules of the programs including over- from the Federal Department of Educa- number of his clients had experienced a payments or unexpected loss of ben- tion to develop a benefits counseling ser- sudden unexpected loss of benefits, or efits. This is where benefits counseling vice specifically for youth (ages 16 to 27) worse, had discovered they were in an comes in. in transition. This project will establish overpayment status and owed back So- five full-time Benefits Specialists to work cial Security in the amount of thousands Benefits Counseling for Youth in within high schools and youth services of dollars. Like many professionals in Transition statewide. The goal is to inform and the field, he saw his role as protecting educate youth, families and profession- his clients from these risks. The Vermont Division of Vocational Re- als about their Supplemental Security habilitation (DVR) model of benefits Income (SSI), Social Security Disability counseling targets people on SSI and Insurance (SSDI), and other public ben- Raising Expectations for Youth on SSDI who are working or interested in efits and the incentives built into these SSI and SSDI working. It is based on a consumer programs that support their employ- While this conservative professional out- choice approach. That is to say, the con- ment and educational goals. look is understandable, it is perhaps no sumer of services should direct the pro- longer appropriate. It unnecessarily and cess and is best qualified to make the A Little Knowledge Can Be arbitrarily limits the potential employ- right decisions for his or her self. The Dangerous ment of youth who receive SSI and SSDI role of the benefits counselor is to pro- benefits. By encouraging a young person vide the person with the best informa- In 1999, shortly after Division of Voca- to limit employment, the professional tion possible regarding the impact of tional Rehabilitation had established the may be dooming that young person to a employment on all the benefits they re- benefits counseling program, I had a life of ongoing poverty. After all, that is ceive. The benefits counselors are well- conversation with a counselor who spe- what a lifetime on SSI would be. The fact trained specialists who focus exclusively cialized in serving youth. He informed is, in most circumstances, a young per- on these services. They are based within me that he had a good understanding of son on SSI or SSDI is almost always fi- DVR, but provide services in a number benefits issues for youth. He told me he nancially better off by going to work. of community settings including com- “made sure none of the young people So what has changed? The Ticket to munity mental health programs, ever earned over $500 a month” so they Work and Work Incentives Improve- schools, and developmental services would not put their Social Security ben- ment Act has added and improved a agencies. Based on the experience of the efits at risk. His advice, though well-in- number of work incentives built into the last three years we have identified the tentioned, was, for most of the people SSI and SSDI programs. These changes following as key issues for benefits plan- he served, based on totally inaccurate in- have built in some added protections ning and assistance for youth: formation. What is worse, many of and incentives that support employ- • Benefits counseling should provide those young people went on to limit ment. In addition, the SSI program (the youth with information on the im-

pact of employment on all their ben- than for a 22-year-old who is no efits, not just SSI and SSDI. Benefits longer in school and lives in his or counseling must incorporate an her own apartment. Also, just the analysis of the impact of work on all probability the young person will the benefits received including Med- have more earned income at age 22 icaid, Medicare, food stamps, hous- than at age 18 will have a substantial ing assistance, fuel assistance and impact on benefit status. Therefore, any other public benefits. The unex- the young person must be able to go pected loss of any benefits (no mat- back to the benefits counselor repeat- ter how small) may undermine a edly over time as new issues arise or young person’s confidence in the sometimes just to get reassurance. Jason’s Story benefits counselor and the system as • The benefits counselor should work Hi. My name is Jason Davis and I live in a whole. with the transition team to ensure Pittsford, Vermont. I am 22 years old and • Benefits counseling must take into supporting family members and pro- was born with cerebral palsy. I started account the whole family’s benefits fessionals understand the benefits working when I was 16 years old because concerns and the family income as a picture. It is unreasonable to expect whole. Many youth live with their school staff, VR counselors, and all my friends were going out to get jobs parents or other family members other professionals in a transition and I felt I shouldn’t be any different. during the transition years. The team to understand all the intricacies After trying other jobs, one day a young person’s earned income may of Social Security regulations. How- friend’s mom said to me “You love to talk. not only impact their benefits but ever, the benefits counselor can ease Have you ever thought about radio? That also their parents’ and siblings’ ben- concerns about the young person los- would be a good job for you.” That efits. Also, many low-income families ing benefits or health care coverage may depend on a child’s SSI payment unexpectedly. In some cases, eligibil- sounded like something I would be as part of the household budget. The ity for necessary adult services may interested in, and here I am now – I ’ve benefits counselor must involve the depend on continued access to Med- worked in radio for three years in July. I whole family in the process to ensure icaid so it is critical all members of am a production assistant and do a little everyone understands what will hap- the transition team are in the loop. part-time DJ-ing on the air. They keep me pen and the financial implications. very busy. This can involve some very challeng- ing negotiations between family Conclusion One of the reasons that I am as far as I am in my career is that I’ve worked with a members. We do not serve youth in transition by • Benefits counseling must be available counseling them to limit their employ- benefits counselor in Vocational Rehabili- to the young person through the ment to preserve their eligibility for ben- tation. I always felt like I really didn’t transition process and take into ac- efits. After all, a lifetime on SSI is a life- understand my benefits and the system count the young person’s changing time in poverty. New work incentives very well. After meeting with the benefits circumstances and change in status. built into the SSI and SSDI programs do counselor, I was able to ask for an Impair- Benefits counseling is sometimes por- offer new opportunities for young ment Related Work Expense (IRWE) for trayed as a one-time or short-term in- people with disabilities to achieve tervention. In Vermont, we have greater financial independence. How- transportation as I needed a ride to and found people need repeated access to ever, to be able to take advantage of from work every day, and that allowed a benefits counselor as they make the these work incentives, young people in me to increase what I was earning to transition to employment. This is transition must have access to accurate compensate for that expense. I also asked particularly true for youth in transi- and comprehensive benefits counseling. for a pay raise, and that felt great as I had tion because of their changing status. turned down so many in the past because For example, a young person’s eligi- James Smith is Director of the Vermont bility for certain programs or provi- Work Incentives Initiative, Vermont I didn’t know how they might affect my sions changes as he or she gets older Division of Vocational Rehabilitation, benefits; my counselor reviewed my hours (e.g. a person is only eligible for the Waterbury. He may be reached at 802/241 in relation to my benefits and helped me SSI Student Earned Income Exclu- 4480 or [email protected] understand my options. I definitely would sion through age 22). The rules for an recommend benefits counseling because 18-year-old full-time student who the system that is out there is very lives at home can be very different complicated and this is a nice resource to help me understand it better.

Published on the Web site of the Institute on Community Integration (http://ici.umn.edu/products/impact/151/). Contributed by Jason Davis and Richard Giddings. 18 Profile Benefits as a Bridge to Self-Sufficiency: The Minnesota Work Incentives Connection

by Anita Boucher

The Minnesota Work Incentives Con- efit received, exploration of health from now more people with disabilities nection helps people with disabilities care options, and a bottom line com- will be able to work and maximize their learn what happens to their government parison of the individual’s overall fi- self-sufficiency. benefits if they work. The Connection’s nancial situation before and after focus is on using government benefits as working. As part of benefits analysis, The Connection’s Future a bridge to self-sufficiency, rather than a the Connection also helps students road to long-term dependence and pov- with disabilities access special work The Connection’s new BPA&O funding erty. It is a resource for students with incentives that can help them save became available as a result of the Ticket disabilities, parents, teachers, providers, money for education, training and to Work and Work Incentives Improve- and advocates throughout Minnesota. special equipment they may need to ment Act of 1999. This Act addresses become working adults. many different issues relating to employ- Connection Services ment of people with disabilities, and the The Connection’s initial grant was BPA&O provision provides funding to The Minnesota Work Incentives Con- directed toward adults with disabilities. establish benefits planning and assis- nection was started under a grant from Although some teenagers have also been tance programs, like the Minnesota the Social Security Administration at the served, the Connection recently received Work Incentives Connection, in every end of 1998. Services include: a second grant from the Social Security state across the country. The Minnesota Administration that will allow more • A free phone hotline for assistance Work Incentives Connection is jointly outreach to youth with disabilities in and questions related to benefits and administered by the Minnesota Depart- transition from school to work. Under working. ment of Economic Security and the this new Benefits Planning, Assistance Minnesota Department of Human Ser- and Outreach (BPA&O) grant, the Con- vices, in cooperation with the Social Se- nection has contracted with knowledge- curity Administration. It emphasizes able transition specialists from the Min- public-private partnerships and exten- The Connection’s focus is on nesota Disability Law Center. These sive involvement from people with dis- specialists will conduct outreach on abilities, advocates, providers, govern- using government benefits as a work and benefits to groups of students, ment agencies and employers through- parents, teachers, and other interested out the State. In the next couple of bridge to self-sufficiency, rather parties. Outreach sessions will be held in years, the Minnesota Work Incentives school districts across Minnesota. The Connection plans to spin-off as an inde- than a road to long-term sessions will help make more people pendent, non-profit agency, so it can aware of the services offered by the Con- continue as a long-term resource in Min- dependence and poverty. nection, as well as Supplemental Secu- nesota. rity Income (SSI) work incentives, such as the Student Earned Income Exclusion and PASS (Plan to Achieve Self Sup- A Successful Future: Dustin’s Story port). Young people with disabilities can Dustin Sammons is working hard to be- • Problem-solving and advocacy for use these work incentives to pursue edu- come self-sufficient, and Social Security complex benefit problems. cation and work. work incentives are helping him achieve • Training and outreach on Social While the Connection’s new BPA&O his goals. Dustin is 19 years old and Security programs and related work funding allows it to direct more of its lives in a small town in southern Minne- incentives. outreach efforts to youth with disabili- sota. He was born with Spinal Muscular • Benefits analysis, including a written ties, it only has limited funding to pro- Atrophy (SMA) and uses a power wheel- benefits management plan and ongo- vide direct benefits planning and assis- chair. He plays forward for the Minne- ing assistance with issues related to tance to this population. It is looking for sota Stars, the first organized electric work and benefits. Benefits analysis additional resources to further expand wheelchair hockey team in the United includes: verification of benefits, ex- services to youth in transition. Connec- States. Last year, the Stars won 4th place amples of how work affects each ben- tion staff members firmly believe that in the World Cup! serving youth is critical so that 20 years

The Minnesota Work Incentives Con- What Are Work Incentives? nection advised Dustin on how he could use a PASS to add to the money he be- One of the Social Security Administra- gan saving using the Student Earned- tion’s highest priorities is to help Income Exclusion in high school. Dustin Supplemental Security Income (SSI) is using his PASS to purchase a van and to save for his tuition and fees at Brown recipients, including students, achieve a Institute. Rehabilitation Services will more independent lifestyle by taking help pay for making the van wheelchair advantage of employment opportunities. accessible, and for a portion (but not all) SSI work incentives are intended to give of his schooling. Dustin hopes to have SSI recipients the support they need to enough money in his PASS plan to start enter the workforce. Work incentives classes at school in about a year. His ultimate goal is to pursue a career in com- allow individuals receiving SSI to deduct puter science. specified expenses from their gross earn- Dustin will always need some physi- When he goes to school, Dustin ings in calculating SSI payments and cal assistance, but that hasn’t stopped hopes to move into an apartment with continued Medicaid eligibility. These him from looking toward the future. At his brother. He will need daily personal incentives may be of advantage to age 18, Dustin qualified for the SSI pro- care assistance (PCA) services, which transition-age students, particularly gram. He started working part-time at will most likely be funded through the Goodrich Aerospace while he was still in Medical Assistance program. Because of those participating in community paid his past work history, Dustin now quali- employment programs as part of their fies for Social Security Disability Insur- transition plan. Four of the major work ance, in addition to SSI. He views these incentives applicable to students are: benefits as tools to help move toward his “I hope for my future to be Plan for Achieving Self-Support ultimate goal of living and working in- successful. I want to be important dependently as an adult. (PASS): Allows a student to set aside When asked about his plans, Dustin income and/or resources for a specified in my job. I would like to be said: “I hope for my future to be suc- period of time to apply toward a work cessful. I want to be important in my goal. For example, a student may set able to move out on my own and job. I would like to be able to move out aside money for postsecondary education on my own and eventually support a or starting a business. eventually support a family family of my own.” Dustin’s mother had this to say about Jennifer Harker, his Impairment Related Work Expense of my own.” counselor at the Minnesota Work Incen- (IRWE): Costs of certain impairment- tives Connection: “Jen has been a tre- related items and services that a student mendous help to Dustin and I by in- needs to work can be deducted from forming us of and keeping us updated gross earnings. This can be helpful in high school. The Minnesota Work In- on benefits changes and how earned in- obtaining transportation, job coaches, centives Connection helped him access come affects those benefits. Minnesota the SSI Student Earned Income Exclu- Work Incentives Connection has been and assistive devices needed on the job. sion to begin saving a portion of his and is a very important link for Dustin Earned Income Exclusion: Allows a earnings for his own van. to be able to achieve his goals.” Consid- portion of a student’s earned income to Since graduation, Dustin has worked ering what Dustin has already accom- be excluded when figuring SSI monthly full-time at Goodrich Aerospace. He plished, he is well on his way to attain- payments. For students under age 22, the continues to save money, so he can even- ing these goals! Student Earned Income Exclusion tually study computer science in the Twin Cities. Dustin lives at home and his Anita Boucher is Assistant Project Director allows a portion of earned income to be mother drives him to work each day. with The Minnesota Work Incentives excluded when figuring SSI monthly When he goes away to school, Dustin’s Connection. For more information or to payments; this exclusion is applied before mother will no longer be able to drive join the Connection’s mailing list, call 651/ the Earned Income Exclusion. him, so he is learning to drive himself 632-5113; 800/976-6728; 651/632-5110 with funding from his State Rehabilita- (TTY) or Minnesota Relay at 711. Adapted with permission from The Study Group, Inc. and The Institute on Community Integration (1998). Meeting the needs of tion Services counselor. youth with disabilities: Handbook on Supplemental Security In- come work incentives and transition students. Minneapolis: Insti- tute on Community Integration, University of Minnesota. Published on the Web site of the Institute on Community Integration (http://ici.umn.edu/products/impact/151/). 20 Profile West Texas at Work: The West Texas Benefit Planning Outreach and Assistance Project

by Sandy Hardy

West Texas is a land of large open workforce. Transition-aged students can ability can earn a living wage and retain spaces, tumbleweeds and small commu- use the work incentives to explore work some benefits to assist in the employ- nities. The landscape has its challenges, opportunities and education that create ment retention, then a whole new world but in most ways, young people with dis- a good career match for their future! begins to open up. abilities are the same everywhere – seek- Identifying all the risks and the pros The project‘s home, Imagine Enter- ing the opportunity to work as they en- and cons of taking steps toward employ- prises, is a non-profit employment ter adulthood. In Texas, students with ment and self-sufficiency is a difficult agency with extensive experience in as- disabilities at transition age are access- and frightening task, but not impos- sisting people with disabilities who want ing the newest resource to enhance the sible. Each person is different, and the to work. I am the Project Director and chances of successful and meaningful maze of rules and possibilities that exist Stacey Sparks is the regional Benefits for each person requires expertise that is Planner. We provide services to people beyond the typical social service case with disabilities that include assistance manager. With teamwork, patience, cre- with housing, employment, community- Once professionals understand the ativity and determination, a person with based social services, Social Security, a disability can go to work without the and other support programs. An esti- basic concept that a person with a threat of loosing the safety net of ben- mated 17,000 Social Security recipients efits and medical insurance until they live in the geographic service area, and disability can earn a living wage are stable in long-term employment. When Congress added new work in- and retain some benefits to assist in centives to the Social Security Act with the passage of the Ticket to Work and An estimated 17,000 Social employment retention, then a whole Work Incentives Improvement Act in 1999, it envisioned coordinated employ- Security recipients live in the new world begins to open up. ment services between One-Stops, Voca- tional Rehabilitation, and State Mental geographic service area, and we Health and Metal Retardation systems. With the work incentives, people with work one-on-one with the person employment. The West Texas Benefit disabilities can test their abilities, and Planning Outreach and Assistance may even be able to get help with dis- who has a disability and wants to (BPA&O) project, a program of Imagine ability-related expenses, education, Enterprises through a Social Security training, and rehabilitation. Unfortu- explore how to work and use their Administration grant, provides assis- nately, for many it hasn’t been easy to tance for eligible students to turn their get reliable information about work and disability benefits. Social Security benefits into a meaning- benefits. People have a lot of mispercep- ful employment tool. tions. We want to change that. we work one-on-one with the person Work Incentives Overview The West Texas Project who has a disability and wants to explore how to work and use their disabil- Social Security cash benefits and Medic- Since January 2001, the West Texas ity benefits. aid or Medicare insurance historically BPA&O Project has served as the infor- Individualized services offered by the are viewed as income safety nets for mation conduit in the 41 counties that project include information and referral, people with disabilities. Like most issues constitute SSA’s West Texas BPA&O problem-solving and advocacy, benefits facing the Social Security Administra- area. Providing educational sessions to analysis and advisement, benefits sup- tion (SSA), changing the system to re- over 500 people in 27 different local port planning, and short- and long-term duce dependency on benefits is a hard agencies, we know it will take some time benefits management. Services also in- sell. Recent changes in the Social Secu- before the message starts to catch on, clude information and guidance on how rity Act have created work incentives to but once professionals understand the work impacts other support programs assist eligible recipients to enter the basic concept that a person with a dis- such as Temporary Assistance for Needy

payee. I go San Angelo Central High The Plan for Achieving School. The school helps me find jobs; I have worked at the school and Self-Support (PASS) K-Mart. Right now, I have two jobs: I work at the YMCA and at a local res- The Plan for Achieving Self-Support taurant. Mom and I were afraid I (PASS) is a work incentive that allows an would lose my Medicaid because I worked. Mom met with Sandy and individual to set aside income and/or Stacey from Imagine Enterprises. resources for a specified period of time to They showed us how much I could achieve a work goal. It can be used to earn before I would lose my SSI; they support a number of expenses related to also said if I lost my SSI because I employment goals including tuition, fees, earned too much, I could maintain books, and supplies for school or training my Medicaid under 1619(b). After that, they told us about a program programs; supported employment called Student Earned Income Exclu- services including a job coach; attendant sion. I can use it because I am a stu- care; equipment and tools needed to Families (TANF), Food Stamps, Federal dent and receive SSI. With it, Social work; and transportation. The basic Housing Subsidies, Unemployment In- Security won’t count up to $1,320 requirements include a feasible and per month of my paycheck, up to surance, Worker’s Compensation, reasonable occupational goal; a defined $5,340 per year. They are currently Earned-Income Tax Credit, State Child timetable; the need for income or Health Insurance Programs (CHIP), and helping Mom write a letter to Social resources, other than SSI benefits, to be others. We work with individuals and Security requesting it; then each the local Social Security office to ensure month Mom will report my wages! set aside; and an explanation of full consideration of personal benefits. It’s that easy. While I am a student I expenditures to be covered by the set- All services are individualized, friendly, can try different jobs or keep this job aside funds. The most likely candidates and not worry about my Medicaid! and promote the beneficiary’s or for a PASS incentive are students who After graduation, I am leaning to- recipient’s choice. Services are delivered currently are receiving SSI benefits, want in a setting selected by the beneficiary/ ward something involving sports at to work and have work goals in their IEP, recipient; it could be their home, their the university. Sandy and Stacey said job, or the local coffee shop – the em- there is another work incentive called are in school or a training program or phasis is on their choice. All benefit PASS that can help pay for job coach- plan to complete postsecondary training, planning is completed in a non-judg- ing and other expenses. Thanks to or who plan to start their own business. good information and support, I am mental manner and is focused on the fu- It is possible to incorporate a PASS into given the opportunity to find my ture of the beneficiary/recipient, with the IEP/transition plan of a student. To special emphasis on his or her work career! receive a PASS, a student must complete a goals. In addition, we provide training and outreach to disability advocacy or- Sandy Hardy is Project Director with PASS application and submit it to the ganizations, state agency staff, and oth- Imagine Enterprises, Abilene, Texas. She local Social Security Administration office. ers interested in learning about the work may be reached at 915/677-0767 or by Each PASS is reviewed for approval by the incentives and how to help people with e-mail at [email protected]. local PASS cadre. This process can take up disabilities take advantage of them. Additional information and materials on to three months to complete. Anyone may SSI Work Incentives, including sample Plan help a student develop a PASS, including for Achieving Self-Support (PASS) and “I’m Finding My Career” Income Related Work Expense (IRWE) special education teachers and other One success story from the West Texas applications, can be found on the Web at school personnel, vocational counselors, BPA&O Project is that of Rod. When www.imagineenterprises.com. social workers, employers, and private asked to describe his experience and his PASS vendors. vocational and educational goals, he For further information contact your shared the following: local Social Security Administration Hi, I’m Rod and I am 21. I have au- office. tism and use facilitated communica- Adapted with permission from The Study Group, Inc. and The tion. I receive SSI and my Mom is my Institute on Community Integration (1998). Meeting the needs of youth with disabilities: Handbook on Supplemental Security In- come work incentives and transition students. Minneapolis: Insti- tute on Community Integration, University of Minnesota. Published on the Web site of the Institute on Community Integration (http://ici.umn.edu/products/impact/151/). 22 Profile Using Vocational Rehabilitation Funds to Support Study Abroad

by Mary Ann C. Higgins

Vocational Rehabilitation (VR) Counse- program requirements, the costs and If VR has approved funding for a lor Denise McKoy had seen it before – fees such as airline ticket costs, extra tu- PCA, adaptive equipment or a note- the importance of helping her clients ition or fees, food and, if applicable, any taker to meet a vocational goal, it may gain experiences outside of North Caro- PCA expenses. I also need to know what be possible to use those funds to provide lina to prepare for independent living the student can contribute financially. the same service while abroad. Davis and future employment. When Nick VR may not pay for everything, but I recommends that individuals should Klein and three of her other VR clients want the student to be as specific as pos- discuss international program participa- who were enrolled at St. Andrews Pres- sible and include everything that will be tion with their VR counselors if they feel byterian College in Laurinburg, North needed.” it would increase their employability, as Carolina, approached her about a sum- Klein recalls, “I drew up a proposal some states may have state level VR poli- mer-abroad program for credit, she lis- that I would be abroad for three weeks cies that apply. One of the consider- tened with an open mind. and my need for a PCA for four hours a ations in approving the VR funding for Nick Klein uses an electric wheelchair day at $9 per hour.” Nick was able to use Klein was that he would receive aca- and requires a personal care attendant other funds to pay for the balance of his demic credit for the program. “The last (PCA) for a few hours a day. During his PCA’s daily wages and the airfare, the two years we have not had summer university tuition, the lodging and trans- school on the St. Andrew’s campus,” portation. One of the other participat- said McKoy, “so it was an advantage for ing students also used a PCA, so he and the students to participate in this pro- It is critical that people with Klein were able to share some expenses: gram and get credit during summer.” “My buddy and I split the costs for our disabilities recognize the importance PCAs’ airline ticket and meals.” SSI Options

of international experience and, VR Funding Another funding option for students with disabilities to consider is the SSI when possible, include it as part of “There is no federal regulation that pro- study abroad provision. It applies if a hibits the funding of an international person with a disability receives Supple- employment preparation. program as part of an individual’s voca- mental Security Income (SSI) benefits tional rehabilitation plan,” reports Mary and has the opportunity to participate Davis, Rehabilitation Program Specialist in an international exchange program. at the Rehabilitation Services Adminis- The provision allows for the continua- junior year, Klein heard about an oppor- tration (RSA) of the United States De- tion of benefits while participating in an tunity to study abroad in Scotland dur- partment of Education, the federal overseas educational program. The exact ing the summer. He approached McKoy agency that oversees the state level Voca- wording from the Social Security Hand- about the possibility of including it as tional Rehabilitation Services. “Each book (SSA, 2001) is: part of his VR plan. McKoy recalls her state has flexibility in the nature and A student of any age may be eligible response: “Whenever a student is inter- scope of what activities are covered, but for SSI benefits while temporarily ested in doing something that is out of cost alone can never be the only reason outside the U.S. for the purpose of the ordinary and wants to receive VR to deny a particular program.” She adds, conducting studies that are not avail- funding for it, I always encourage them however, “There does need to be a clear able in the U.S., are sponsored by an to write a letter. I told Nick to write link between the international activity educational institution in the U.S., down what he wants to do and how it and the individual’s vocational objec- and are designed to enhance the will help him reach his vocational tive.” It also should be clear that the ex- student’s ability to engage in gainful goals.” Goals could include degree re- perience is not available through partici- employment. Such a student must lated course support, increased confi- pation in a domestic program. If a VR have been eligible to receive an SSI dence, global awareness, or functional counselor agrees that the experience benefit for the month preceding the skills such as adapting to new environ- would be valuable and the VR depart- first full month outside the U.S. ments or hiring a PCA or notetaker. ment is supportive, it should be written McKoy added, “I need the specifics, the into the vocational plan.

This is an exception to the more well- that I can do anything – that I can be in- The Impairment-Related known “SSI Presence Rule” that does not dependent. It doesn’t matter what my allow for the continuation of SSI ben- goal is, I can accomplish it.” Work Expense Incentive efits while outside the United States for Silberberg also had campus-wide The cost of certain impairment-related more than 30 days. The “30-day pres- goals in mind. “We wanted to show the ence rule” was amended through legisla- faculty how easy it is to make a trip ac- items and services that a person with a tion introduced by Rep. Pete Stark of cessible, how working with the student disability needs to work can be deducted California in 1994 as part of the Social to discuss needs related to transporta- from gross earnings through an Impair- Security Independence and Program Im- tion, lodging and other aspects of the ment-Related Work Expense (IRWE) provements Act, and it became effective program is completely possible. Being incentive. A student requesting an IRWE January 1, 1995. flexible is important for the student and must verify that the items or expenses are the faculty member. If they think it is related to his or her disability and are The Impact not accessible, they probably haven’t really explored it.” McKoy adds, “It is an necessary for job performance. The Emily Silberberg, the Director of Dis- alternative academic program. Just be- student will be asked to submit proof of ability Services at St. Andrews, coordi- cause a student has a disability doesn’t payment. Impairment-related work nated the three-week summer Scotland mean he or she can’t study abroad.” expenses are deductible when: Abroad Trip for Nick Klein and other Mary Davis adds that individuals who students with and without disabilities. feel that international experience is cru- • The expense enables a person to work. The College Department of Humanities cial to their future employability and yet • The person, because of a severe physical and Fine Arts approved the program so are denied the opportunity to gain that or mental impairment, needs the item or the students would receive academic experience as part of a vocational reha- credit. With this approval, all the par- bilitation plan, should use their right to service for which the expense is incurred ticipants and PCAs were covered under appeal through the Client Assistance in order to work. the college health insurance while they Program. If an individual can present a • The cost is paid by the person with a dis- strong case that the experience would ability and is not reimbursed by another make him or her more employable, it should be supported. source. “This experience just really The Social Security Administration • The expense is “reasonable” – it repre- supports people with disabilities in sents the standard charge for the item or showed me that I can do anything getting the experience needed to be em- service in the person’s community. ployed. It is critical that people with dis- – that I can be independent.” abilities recognize the importance of • The expense is paid in a month in which international experience and, when pos- earned income is received or work is sible, include it as part of employment performed while the person used the preparation. impairment-related item or service. were abroad. McKoy and Silberberg both feel the students gained new per- References Individuals with disabilities may rely on Social Security Administration (2001). Social Security handbook (SSA spectives on their lives. Silberberg Publication # 65-008). Washington, DC: Author. IRWE incentives throughout their entire shares, “Many of them had not been lives. Work-related expenses that are outside of the USA, let alone North Mary Ann C. Higgins is a Consultant with incurred by a student while in secondary Carolina before this trip. They saw that Mobility International USA, Eugene, school are likely to continue when they it was not that difficult to travel abroad Oregon. She may be reached at 330/854- exit school. in their wheelchairs and some have con- 9048 or by e-mail at machiggins@ A student applying for an IRWE sidered studying abroad again in the fu- sssnet.com. For international exchange ture. Laurinburg is a small town and all information or a brochure on VR and SSI incentive under the SSI or SSDI programs of the students are from rural North funding options contact Mobility Inter- should contact their local Social Security Carolina. I wanted them to see some national USA, The National Clearinghouse Administration office for specific details possibilities including living in big cities on Disability and Exchange, P.O. Box and documentation requirements. and traveling abroad.” Klein said about 10767, Eugene, Oregon 97440, (541) 343- the impact for him, “Oh man, there are 1284 (voice/TTY); their e-mail address is Adapted with permission from The Study Group, Inc. and The Institute on Community Integration (1998). Meeting the needs of just no boundaries; it was the best thing clearinghouse@ miusa.org, and their Web youth with disabilities: Handbook on Supplemental Security In- for me. After I got hurt, I felt confined. come work incentives and transition students. Minneapolis: Insti- site is www.miusa.org. tute on Community Integration, University of Minnesota. This experience just really showed me

Published on the Web site of the Institute on Community Integration (http://ici.umn.edu/products/impact/151/). 24 Profile Student-Directed Job Searches: Project WISER in Montana

by Ellen Condon and Alicia Ruggles

Alicia Ruggles is a high school senior in one to help her to find a job, learn the about leaving her only when she felt Polson, Montana who will be graduat- job, and get to and from work since she comfortable that she could do the job ing this spring. When she turned 18 on doesn’t drive. Her IEP team was commit- herself and when she knew her cowork- December 21st she became her own ted to helping her develop and learn a ers. “Now if I had somebody in the guardian, which means that she gets to job before she graduates on the first of room when I got there I would be okay make decisions about employment and June. Since the PASS plan is a source of by myself,” she says. She also wants to who will provide support to her on her money that she controls, she chose who have a cell phone so that she can reach job. Through Project WISER, a national to hire to help with that employment someone immediately if she needs to. Transition Model Demonstration Grant process using her PASS funds. With an- directed by the University of Montana other student and teacher she developed Rural Institute, and operating at Polson a list of questions to ask people who High School, Alicia and other students wanted to help her find a job. Her stu- Alicia now has a job working with significant disabilities are sup- dent aide then typed them on the com- ported to gain access to employment as puter for her. Her friend’s sister, 20 hours a week as an aide in a Amanda, and another teacher, Nannette, wanted to be her job coach, so local day care center. with assistance from her support person Through Project WISER, Alicia and to set up the speaker phone, she called them and set up times to meet. She other students with significant asked Carrie, her student aide, and one Now that Alicia has tried different of the paraprofessionals to sit in the in- jobs, like delivering mail between the disabilities are supported to gain terviews to assist her to remember the middle and high school, making deliver- questions she wanted to ask, or to help ies at the hospital, and volunteering at access to employment as a interpret what she was saying in case the Assisted Living Center, she has Amanda didn’t understand her words. learned what things help her to work by postschool outcome. Some of the questions she asked were: herself, what kinds of help she needs, “When can you work – nights, week- what jobs she likes, and what jobs she ends, or day time?”, “How will you teach does well. Her IEP team has also devel- me a new job task?”, “How will you en- oped a Vocational Profile for her, which is a postschool outcome. Model compo- sure that I am happy with the job coach- a document that summarizes all the in- nents include individualized discovery ing you are providing and my job?” She formation they have learned and discov- of each student’s strengths, interests, says that she felt powerful getting to ask ered about her and that will assist her to and support needs utilizing a planning the questions. develop or identify a job that she can do. tool called the Vocational Profile; indi- Two years ago Alicia began trying out Her team discovered her talents and vidualized longitudinal career planning different jobs at her school and in the gifts by spending time with her in new and job experience beginning with community. In the beginning, she al- environments such as shopping, and in school-based jobs for students younger ways had a job coach with her. The job familiar environments such as the than 16; and individually developed coach helped her do the tasks she school. They all began to realize how community jobs for students age 16 and couldn’t do by herself such as opening much she could contribute to an em- older. The model also builds Social Se- doors, grasping things, picking things ployer. During her employment plan- curity Work Incentives into the transi- up if she dropped them, setting up her ning meeting, “a meeting with lots of tion planning process at each pilot work station and sometimes explaining people talking about things I can do school to maximize the student- and or interpreting what she said to her well”, people wrote things down on family-controlled resources available to bosses. She found it frightening when flipchart paper but “only when I said it support employment for each student. her team members began talking about was o.k.” or correct. They listed things Alicia’s PASS (Plan for Achieving her going to a job by herself, and at first she could contribute, including: “has a Self-Support) was approved earlier this she told them that she would always fantastic memory”; “is observant and year and gave her money to pay some- need a job coach. Then they talked aware of schedules, her own as well as

all other students’ and staffs’”; “pays at- tention to detail and can point out er- Savvy Strategies to Simplify SSI: rors or something that is out of place”; Stress Reducing Tips for Families “likes to help people and is always offer- ing assistance to solve problems”; “has a great sense of humor”; and “gets along While Supplemental Security Income well with coworkers.” Next, they listed mornings are often quieter. Check with job tasks that she can do and, finally, (SSI) presents many opportunities for someone at your local office for the best employers in Polson that may meet her young adults with disabilities and their times. “ideal conditions of employment” where families, managing SSI benefits can be 6. Put it in writing. After you talk to some- she could make a contribution. Some of confusing and stressful. Families of young one, write down their name, the date, the team members thought she would adults receiving SSI may find it helpful to be good at quality control, but she told what you discussed, and what you de- try the following management strategies. them “no.” She liked the idea of working cided to do. That way, if there are compli- at the hospital, perhaps because she Following these tips can make it possible cations down the road you can point to knows many of the people there and to use SSI as a creative tool for planning, “hard evidence.” For particularly impor- feels comfortable there. She chose to put and to go from stressed and reactive to tant issues, you may wish to follow up that first on her job development list positive and planful! your conversation with a letter that con- above the ideas of banks or schools. Her paraprofessional developed a 1. Keep it on file. Keep records of every- firms what you discussed. picture marketing portfolio for her, thing in a special notebook. Photo- 7. Prepare for possible complications. which her job developer took to the em- copy everything you send to SSA, in- The Social Security Administration is a big ployers that she chose at her planning cluding pay stubs. and complex system. It can make the meeting. The pictures in her portfolio 2. Report changes in income imme- show the employers what she can do and whole process a lot less stressful simply to what she can contribute. diately. This is especially important if realize that while problems do happen, Alicia now has a job. A customized the monthly income from a job is in- they can also be solved. Make sure that paid work experience was developed for consistent, as it often is for teenagers you ask to speak to someone about SSI, her at a local day care center, and she re- (if, for instance, they work a different as not all local office staff has the same cently returned from that job announc- number of hours every week or get knowledge. In the event that efforts at ing, “I got hired!” She will be working 20 paid biweekly). hours a week as an aide, helping to su- problem solving are unsuccessful, you can pervise the children, read them stories, 3. Anticipate potential overpay- always appeal a decision. Appeals are of- and help keep the schedule on track. She ments. If you know an SSI check has ten effective. also continues her volunteer position at not been adjusted to reflect a change 8. Find an expert. Many schools, human the Assisted Living Center. One of her in income, set aside some money to services organizations, and state agencies financial goals is to put money into a savings account to pay for changes to cover the upcoming overpayment so have experts who specialize in Social Se- her future house to make it accessible. you don’t feel squeezed when it hap- curity planning. pens. Ellen Condon is Project Director at the 4. Set up a meeting. Sometimes it’s Rural Institute on Disabilities at the Reprinted and adapted with permission from easier to work out problems face-to- University of Montana, Missoula. Alicia Dreilinger, D. & Timmons, J.C. (Dec. 2001). Ruggles is a participant in Project WISER, face. Meeting with a staff member at “From stress to success: Making Social Secu- a project directed by the Institute and your local SSA office also allows you rity work for your young adult.” Tools for In- funded through the Office of Special Educa- to develop a relationship with a per- clusion: Family and Consumer Series (9)3. tion Programs, U.S. Department of son you can call on in the future. Published by the Institute for Community Education. Ellen may be reached at 406/ 243-5467 or by e-mail at condon@ 5. Stick with the slow times. Try not to Inclusion, Children’s Hospital, Boston. For selway.umt.edu. contact SSA during busy periods, es- further resources visit their Web site at pecially the beginning of the month www.communityinclusion.org or call (until the 5th or 6th). Early afternoons Danielle Dreilinger at 617/287-4300 (voice) in the middle of the week and Friday or 617/355-6956 (TTY).

Published on the Web site of the Institute on Community Integration (http://ici.umn.edu/products/impact/151/). 26 Profile The Illinois Benefits Education for Transition-Age Youth Project

by Deb Russell

The Illinois State Partnership Initiative, services that can assist with the pursuit through a lack of reporting wages, or us- Putting the Pieces Together for Employ- of postsecondary education or age of work incentives. In some cases, ment, is a five-year funded cooperative postsecondary employment; and medi- information for the families is not suffi- agreement between the Illinois Depart- cal coverage. Federal policy supports cient and the Benefits Specialist needs to ment of Human Services Office of Reha- schools informing families about the ex- assist in working with the local Social bilitation Services (IDHS-ORS) and the istence of these programs and how to Security Office to resolve the issue. The Social Security Administration (SSA), apply for them. Unfortunately, few last service the Benefits Specialist pro- started in 1998. This systems-change schools have staff with the expertise to vides to the family is to assist them in project is focused on assisting youth assist families in understanding how to staying current with changes in existing with disabilities to better access employ- maintain eligibility and what eligibility programs and awareness of the creation ment after exiting school. The primary can provide in addition to the specific of new programs. intervention of the project is providing benefit. The Benefits Specialists in the Illinois will be one of the first states benefits education and planning assis- State Partnership Initiative meet with to implement the Ticket to Work and tance to students and their families. the families and explain the impact of Self Sufficiency program (Ticket). Youth Through its three intervention sites employment on the benefit programs usage of this opportunity can be one of – Chicago, DuPage County (near metro- that the student is enrolled in. The Ben- the greatest tools offered to students. In politan Chicago), and Central Illinois – efits Specialists also educate the family addition, an older SSA program is also a the students who are offered services are about other income-support programs great tool for this population – Plan to randomly selected from a list of all stu- for which the student may be eligible. Achieve Self Support (PASS). Although dents meeting three criteria: 1) they are Tools such as the Redbook on Employment transition-age youth face more issues re- involved in IDHS-ORS funded work-ex- Supports and Meeting the Needs of Youth lated to the complexity of disability in- perience programs as part of their Indi- with Disabilities: Handbook on Supple- come support programs due to the na- vidual Education Plan; 2) they are be- mental Security Income Work Incentives ture of their categorical eligibility tween 16 to 21 years of age when and Transition Students are provided to changing at the 18th birthday, there are enrolled; and 3) they are also receiving the families. At the initial meeting, data also more opportunities offered to this some form of SSA benefits. The youth is collected, the purpose of the study is group. The Benefits Specialists inform and their families are offered the oppor- explained and needs outside of benefits the family of how to use PASS and tunity to receive benefits education and education and planning are identified. Ticket to ensure the continuum of ser- planning services in exchange for data From this point on, the Benefits Special- vices to support the youth in his or her collection. There is also a comparison ist provides information and assistance goal of employment with no financial group who are monitored via adminis- as needed. The types of information re- loss to the family. With the education of trative databases. The families in the quested include: trust/estate planning, the family regarding the impact of earn- project have expressed great relief when guardianship, IEP advocacy, housing as- ings on benefits, the family is given the offered these services; many parents and sistance, transportation assistance and tools to use the systems to the student’s students have feared that being em- linking with local service agencies and advantage and leave the income-support ployed would prevent the student from advocacy groups who can further sup- roles when the student is ready. The continuing eligibility for income support the family. ability to inform students, families, and port benefit programs, and have been With most of the families served in educators about these opportunities and perplexed by the apparent inconsisten- the project, the level of income earned relieve their fears about accidentally los- cies of the programs. Often, even basic by the student is not enough to endan- ing benefits has been a most powerful components of benefits programs are ger eligibility for disability income-sup- opportunity to combat a large barrier to unknown to the youth and families. port benefits. The students are still in postsecondary success. When individuals are eligible for school and therefore do not have large these benefit programs, many other pro- numbers of hours worked each month Deb Russell is Project Director with the grams become available to them auto- at high wages. Even with the low wages Illinois Department of Human Services, matically. These include access to fund- of the project’s participants, though, Office of Rehabilitation Services, Chicago. ing sources for employment, residential there are many instances of uncovering She may be reached at 312/814-1479 or by and other support programs; tools and overpayments to Social Security either e-mail at [email protected].

• Social Security Administration • Private Insurance Contracts and Indi- tical ideas, forms, and approaches, Web site (www.ssa.gov/work). viduals with Disabilities Dealing with this publication provides suggestions The Web site includes information Overpayments of SSI/DI: A Practical for starting a student-led IEP pro- on work incentives, employment for Guide for Advocates (Policy and gram, helping students understand beneficiaries with disabilities, and Practice Brief ) their IEPs, engaging students in de- youth with disabilities. Among its re- • Guide to Strategic Planing for Transi- veloping IEPs, preparing students to sources is Graduating to Independence, tion Services and Supports in Local participate in or lead an IEP meeting, a multimedia package that guides Schools and monitoring ongoing self-advo- young people with disabilities cacy. It also includes information on through the transition from school to Many of the program’s publications are available free online. For more in- communicating with administrators, work (www.ssa.gov/work/Youth/ ensuring confidentiality, involving gradind.html). formation and publications, visit www.ilr.cornell.edu/ped or call 607/ parents, planning lessons, and work- 255-7727. ing with groups of students. Pub- • 2002 Redbook on Employment lished on the Web at http://www. Support: A Summary Guide to cec.sped.org/bk/catalog2/student- Employment Support Available to • Publications of the National Cen- ter on Secondary Education and led_ieps.pdf, or in print from the In- People with Disabilities Under the stitute on Community Integration, Social Security Disability Insur- Transition, Institute on Commu- nity Integration, University of University of Minnesota, at 612/624- ance and Supplemental Security 4512 or http://ici.umn.edu. Income Programs. Published by Minnesota. The center publishes numerous materials for families, pro- the Social Security Administration, • Individuals with Disabilities Edu- the Redbook is a general reference fessionals, and policymakers on the topics of transition, secondary education Act of 1997: Transition Re- source about employment-related quirements – A Guide for States, provisions of SSDI and SSI, written cation, school-to-work , and employment. Among available titles are: Districts, Schools, Universities, for educators, advocates, rehabilita- and Families. A handbook provid- tion professionals, and counselors. • Providing a Quality Accommodated ing technical assistance for the imple- Available at www.ssa.gov/work/ Experience in Preparation For and mentation of the transition services ResourcesToolkit/redbook.htm., or During Postsecondary School (Infor- requirements of the IDEA. Available by calling 410/965-0945. mation Brief ) from the Institute on Community In- • Parenting Postsecondary Students tegration, University of Minnesota, • Publications of the Program on with Disabilities: Becoming the Men- 612/624-4512 or http://ici.umn.edu. Employment and Disability, tor, Advocate, and Guide Your Young Cornell University. The program Adult Needs (Parent Brief ) • School to What? Day Planner produces a wide range of materials • Accommodations for Students with Inserts. A set of day-planner inserts on the topics of employment, Social supporting investment in all learners Security benefits, and transition. Disabilities in High School (Issue Brief ) through access to school and com- Among available publications are: munity learning experiences. The • Never Too Late: Approaches to Read- • A Brief Discussion of the Employ- materials include laminated, full- ing Instruction for Secondary Stu- color, 6” x 9” day-planner inserts list- ment of People with Disabilities and dents with Disabilities (Research-to- the Definition of Disabilities ing action steps for students, school Practice Brief ) staff, employers, and parents; a stu- • Benefits Planning and Assistance: Many of the center’s publications are dent Personal Assets & Goal Setting Preliminary Job Functions and Do- available free online. For more infor- Sheet; and a manual containing ideas mains mation and publications visit http:// for using the materials. Available • How Policy Variables Influence the ici.umn.edu/ncset/publications or from the Institute on Community In- Timing of Social Security Disability call 612/624-4512. tegration, University of Minnesota, Insurance Applications 612/624-4512 or http://ici.umn.edu. • Impacts of Expanding Health Care • Student-Led IEPs: A Guide for Coverage on the Employment and Student Involvement. A guide for Earnings of Participants in the SSI educators who are interested in in- Work Incentive Program (Policy creasing the involvement of students Brief ) in the IEP process. Packed with prac-

Published on the Web site of the Institute on Community Integration (http://ici.umn.edu/products/impact/151/). 28 Continuation

[Cobb, continued from page 1] was not going to let any obstacles pre- not necessarily going to help me reach The Student Earned vent her from achieving it. The MAXI- my career goal. So, when MAXIMUS MUS staff began to identify gaps in told me about the SSI tuition waiver, I Income Exclusion and the transition services that had to be ad- used that to enroll in the local commu- Earned Income Disregard dressed to help her achieve her goal. A nity college that I am now attending. I transition team was formed and a Youth always knew there would be a lot of ob- The Student Earned Income Exclusion Transition Plan was drafted and imple- stacles for me to get a college education, allows a person with a disability under mented that identified strategies and but I knew that I could beat all of them services necessary for Nikki to succeed. except for the financial barriers. That age 22 and regularly attending school to Today, Nikki is in her first semester was one that I just did not have the an- exclude a set amount of earned income at Catonsville Community College in swer to. So, this tuition waiver for my per month before applying the Earned Baltimore, Maryland, and is planning first two years of school is a great help. Income Disregard. The Student Earned on eventually transferring to a four-year I plan to finish my first two years Income Exclusion may be used alone or in college. Below, she talks about her jour- then I want to transfer to the College of combination with the Earned Income ney thus far from high school to college. Notre Dame in Towson, Maryland. I have visited there with my Career Devel- Disregard. Students receiving this work • • • opment Specialist from MAXIMUS. I re- incentive must submit a statement of In high school, I had to deal with things ally like that it is an all-women’s college school attendance, a statement of that other kids take for granted, like the because I cannot be worried about guys employment, and wage receipts need to have the halls clear so I could get right now. I want to earn a bachelors de- periodically to their local Social Security to and from classes on time in my wheel- gree in political science or something Administration office. Local office chair, and the fact that it takes me longer that will prepare me for a law degree. to write and I need help with my reading Then I want to go to law school. procedures differ as to how often they are and writing. Just the amount of time it I have great supports at Catonsville required. takes for me to get ready in the morning Community College! I have a note taker, The Earned Income Disregard applies to go to school is something that others a reader, books on tape, and I can take to all SSI program recipients, including don’t usually have to plan and organize my exams with extra time. I can use a any student earning wages from a to the extent that I do. And transporta- reader and a proctor for my exams as school-sponsored employment program tion is a challenge when you have to rely well. I seem to be fitting in and I like my on a paratransport system over which professors. MAXIMUS found a tutor or other employment. Under this you have no control. I missed many days that works with me on math skills and exclusion, some earnings each month are of school and was often late getting on assessing my progress. MAXIMUS not counted toward the specified SSI home as a result of waiting for my rides. also just gave me a laptop computer income limit. For many students with But I did feel accepted in high school. I through their computer donation pro- disabilities, the Earned Income Disregard had great friends in school that were gram; it will be helpful to be able to alone will ensure that most or all SSI very helpful and the teachers were all work on papers while I wait for the very supportive. paratransport to pick me up. I still have benefits are maintained while the When I enrolled in the MAXIMUS difficulty with the paratransport system. student participates in school-sponsored program I also got a lot of support from But that is a problem that the transpor- paid employment or other paid work them. They were able to bring together a tation system will have to keep working situations. In addition to the Earned transition team that included my team on. With my law degree, maybe I can Income Disregard, transition students at school and they added more supports help to improve that system as well as receiving SSI benefits may be eligible for that directly impacted my goal of post- others that serve the needs of young secondary education. The staff at people with disabilities who have the Student Earned Income Exclusion. MAXIMUS made referrals for me to pro- dreams like mine! For additional information on both of viders that were outside the school to these incentives contact your local Social help with my community service hours Joyanne Cobb is the Site Manager for the Security Administration office. that I needed to graduate. They referred MAXIMUS I Can Work! project in me to the Department of Rehabilitation Baltimore, Maryland. She can be reached Services (DORS) for vocational rehabili- at 410/727-7496, or by e-mail at Joyanne Adapted with permission from The Study Group, Inc. and The Institute on Community Integration (1998). Meeting the needs of tation services. My experience with [email protected]. Nikki Fletcher is youth with disabilities: Handbook on Supplemental Security In- DORS was mixed. Although they did a participant in the Maryland I Can Work! come work incentives and transition students. Minneapolis: Insti- tute on Community Integration, University of Minnesota. evaluation and testing to determine my project. For more information on I Can strengths and challenges, I felt that the Work! see page 14 of this Impact. educational options they presented were Citation: Gaylord, V., Golden, T.P., O’Mara, S., and Johnson, D.R. (Eds.). (2002). Impact: Feature Issue on Young Adults with Disabilities & Social Security Administration Employment Support Programs, 15(1). Minneapolis: University of Minnesota, Institute on Community Integration. Continuation 29

[Schoeller, continued from page 7] Self-Support (PASS) or Impairment- Are Most Students in SSA outreach employment specialists, Related Work Expenses (IRWE). Most or others who are able to meet with youth who receive transition services Special Education Eligible families and to address these issues. through IDEA have access to services for SSI? and supports for employment and ca- Need for Cultural Competence reer development. Transportation, Educators may wonder if every student assistive technology, job development Education in cultural competence, sensi- and coaching, and in some states, post- receiving special education services in tivity, and awareness is needed across secondary enrollment option programs, their school is eligible for Supplemental agencies and systems. For families who are part of transition planning and ser- Security Income (SSI) benefits. The are not citizens of the U.S., do not speak vices. It would not be necessary for English, and/or do not understand our answer is no. Only those students who youth to use their own earnings to pay government bureaucracies, issues of meet the Social Security Administration’s for these services, as they would be cov- trust and communication are prevalent. (SSA) disability, income, and resources ered by the educational system while the Many families from other cultures de- youth is still in school. Some may want requirements are eligible. The SSA pend on many human services pro- to write a PASS during their final year in requirements for disability determination grams. When facing employment and school to set aside earnings for college are not the same as educational wages that will impact benefits, they are tuition or transportation needs follow- fearful of losing those benefits and may requirements for participation in special ing transition services. Many adults who refuse employment and career develop- education. Not all students identified as would require job coaching or assistive ment options for their youth. Teachers disabled under IDEA will meet SSA’s technology will have access to those ser- are required through IDEA to develop vices through their Developmental Dis- requirements for receiving SSI benefits. A career/vocational skills for students in abilities or Rehabilitation Services. number of students who have behaviors transition, thus causing a conflict be- or conditions that require special educa- tween education and families. Although SSA is working at making it a priority to Conclusion tion services do not meet SSI criteria. hire culturally diverse staff, additional Conversely, there are students who have Additional studies are needed to evalu- training for all transition agency staff in physical and medical impairments who ate the need for and effectiveness of in- both cultural competency and the ben- teragency service coordination and ben- do qualify for SSI benefits, yet are not in efits programs is needed. efits analysis for transition aged youth, special education because they do not families and the professionals that sup- require specially designed instruction. Aligning School/Adult Requirements port them. The SSI program and its School personnel should be know- work incentives must be viewed as a vi- Aligning school disability labels with the ledgable about the eligibility require- able option that supports students in diagnosis requirements for eligibility in ments in order to appropriately advise transition and the attainment of adult the adult system could greatly help fami- life outcomes. Families and youth who parents and students. Information and lies and youth to acquire and maintain participated in this follow-along study answers to questions are available supports and benefits and increase em- value the financial and health benefits through the SSA toll free number, 1-800- ployment opportunities. The label of from SSI and Medical Assistance. In- emotional/behavioral disorder without 772-1213. Through this number, volving families and youth in future So- a psychiatric diagnosis does not meet educators can obtain referrals and cial Security discussions and planning eligibility criteria for SSI or health and materials that will answer questions, may improve policy and program imple- human service benefits. For many youth, mentation for easier access and utiliza- including contact information for the SSA health insurance is also unavailable and tion of the work incentives for employ- Professional Relations Officer in their schools do not employ psychiatrists for ment. region. This officer is knowledgable on this diagnosis. Without Medicaid or Medical Assistance they will go undiag- most aspects of the SSI system. Kris Schoeller is a Training Coordinator nosed, untreated, and unsupported. and Transition Specialist with the Adapted with permission from The Study Group, Inc. and The Youth with the EBD label would benefit Institute on Community Integration (1998). Meeting the needs of National Center on Secondary Education youth with disabilities: Handbook on Supplemental Security In- from access to an adult diagnosis. come work incentives and transition students. Minneapolis: Insti- and Transition, Institute on Community tute on Community Integration, University of Minnesota. Integration, University of Minnesota, PASS and IRWE Rarely Used Minneapolis. She may be reached at 612/ 624-2376 or by e-mail at schoe043@ There is little reason for youth in transi- umn.edu. tion to apply for a Plan for Achieving

Published on the Web site of the Institute on Community Integration (http://ici.umn.edu/products/impact/151/). 30

[Golden, continued from page 9] vider that does. In the case of someone benefits across an array of programs as ciary and the service provider. If it has who understands their capacities and well as other benefits the person might not been agreed to by both the service ongoing needs for very specific, special- need to have such as health care. This provider and the beneficiary and incor- ized support, they might want to con- dollar amount, coupled with other em- porated into the plan, then it becomes sider a provider or group of providers ployment benefits needed, provides an difficult to evaluate. For example, if the that can not only provide vocational re- important benchmark or profile for the individual and the service provider have habilitation counseling, job develop- potential service provider and benefi- identified that a full-time job in the field ment and placement services, but also ciary to work with as they consider an- of computer technology is the preferred specialized therapies needed such as nual earnings a job must generate to en- outcome, it should be built into the speech language pathology, occupa- sure the person’s financial well-being individual’s work plan. That will help tional therapy, cognitive therapy, etc. and increased independence. guide the service provider as they are do- For someone who just needs modifica- ing job development and provide them a tions to a vehicle for transportation to Assessment and Selection of an benchmark against which to measure and from work to achieve their specific Employment Network jobs they are developing. If the salary work goal, they might want to consider must be at a certain level to off-set loss locating a provider with resources to Once an individual has a basic under- of benefits, then that should be built in cover those associated costs or a pro- standing of what their unique interests, as well. Let’s say an individual is going to vider who is knowledgeable about the preferences, skill set, and need for em- lose their subsidized housing within a SSA’s work incentive provisions and can ployment supports are, the process of year of becoming employed at a certain assist them in writing a Plan for Achiev- selecting a provider begins. A compre- level; that individual’s plan should also ing Self Support. hensive and careful review and compari- identify strategies for supporting that in- son of potential employment networks dividual in locating alternative housing Impact on Financial Well-Being and should occur during this assessment or at a minimum a referral to a commu- Independence process. Potential providers should be nity resource to assist with this. A final evaluated on a number of levels includ- important consideration is that of qual- Most individuals considering pursuit of ing staff qualifications, service delivery ity assurance. As mentioned earlier, unemployment are doing so to increase characteristics, and their effectiveness in der the Ticket to Work Program a ben- their financial well-being and indepen- assisting other individuals with disabili- eficiary does have a right to terminate dence. It is a critical step in the informed ties to realize their employment, ben- services with the original EN and solicit decision making process to make sure efits, and financial goals. In addition to services from another EN. However, that beneficiaries understand how their formal interviews with potential em- prior to making this decision, the indi- benefits will be impacted by earnings ployment networks and a review of their vidual should work with the provider to and employment. These benefits not outcome data and records, effort should resolve any differences and make sure only include SSI and SSDI, but also also be made to gain insight and feed- they understand how they are attempt- housing subsidies, Temporary Assis- back regarding the satisfaction of the ing to support the customer’s movement tance for Needy Families, state Medic- network’s current or former customers. toward employment. aid, Unemployment Insurance, Worker’s Remember, it is the customer that has Compensation and other state benefits. the choice of who they select as a service How Might the Ticket Work for a Benefits Planning, Assistance and Out- provider and/or deposit their “Ticket” Transition-Aged Youth? reach Projects (BPA&O) around the with. As with shopping for a new car, it country can provide major assistance in is important to shop around for the best Benz, Lindstrom and Yovanoff (2000) helping beneficiaries to understand this deal with the most features. studied the relationship between transi- impact, as well as provide information tion practices and postschool outcomes. on available work incentives to support Comprehensive Plan for They summarized four areas of recom- the work effort. BPA&O Projects are spe- Employment mended policies and practices: cifically charged with the responsibility • “Focus secondary and transition ser- of targeting and providing benefits Evaluating the services and supports be- vices concurrently on the two goals planning and assistance services to tran- ing provided starts with ensuring that of school completion and postschool sition-aged youth in the geographic area the beneficiary’s individualized work or preparation. served by their program. A Benefits Spe- service plan incorporates all the impor- • Promote curricular relevance and stu- cialist within a BPA&O Project can help tant elements of services to be provided dent self-determination through stu- the young person and their family un- as well as the preferred employment out- dent-centered planning and individu- derstand the specific dollar amount of come. This service-planning document alized services. earnings needed to off-set the loss of serves as a contract between the benefi-

• Expand the use of collaborative ser- paid position with job coaching and fol- • Become familiar with the health care vice delivery programs as a mecha- low-up services beyond age 21 as provisions in your State. The Act cre- nism for delivering transition ser- needed. Because all of these activities ates many opportunities and options vices. lead to paid employment, this collabora- for States to develop Medicaid Buy-in • Extend secondary school reform ef- tive Employment Network would be eli- programs and make other targeted forts to include career development, gible for payment through the Ticket to improvements to their Medicaid pro- applied learning in the community, Work program. gram. States are, however, not man- and transition planning as a central dated to implement these provisions. part of the regular education curricu- Final Considerations As a result, there is significant varia- lum for all students.” (p. 527) tion between States in availability The Ticket to Work and Work Incentives and access to these programs. Learn Improvement Act of 1999 is widely rec- where your State is in this regard and The Ticket to Work program sup- ognized as the most significant piece of link with appropriate State and local ports these practices through payment legislation for people with disabilities agencies for access. for 18-21 year old students who receive since the passage of the Americans with SSI or SSDI benefits and obtain and sus- Disabilities Act of 1990. Both through References: tain employment. The very process of the Ticket to Work and BPA&O Pro- Benz, M., Lindstrom, L., Yovanoff, P. (2000). Improving graduation and using a Ticket insures that students en- employment outcomes of students with disabilities: predictive factors grams outlined above, as well as through and student perspectives. Exceptional Children, (66) 4, 509-529. gage in an individualized and collabora- additional health care and work incen- Social Security Administration (2001); Employment network (EN) for tive planning, training and placement the Ticket to Work and self-sufficiency program. Washington DC. [Avail- tive enhancements, the Act enhances the able from http:// www.yourtickettowork.com]. process, culminating in a paid employability of youth with disabilities to make ment outcome for each individual. choices and exercise greater control over The most likely scenario for achiev- the path they will purse from school to ing an employment outcome involves Thomas P. Golden is on the faculty with the work, as well as the supports that will be school districts and agencies collaborat- Program on Employment and Disability, in place to make success possible. The ing to form an Employment Network. Cornell University, Ithaca, New York; he following are suggestions to ensure that The school and agency develop a memo- may be reached at 607/255-7727 (voice), access to these programs and provisions randum of understanding, which details 607/255-2891 (TTY), or at tpg3@cornell. is maximized on an individual level: the way in which Ticket money will be edu. Susan O’Mara is Project Coordinator divided to compensate each for ren- • Prior to age 18, plan and prepare for and Trainer for the Virginia Common- dered services. In this example, as the the SSI age-18 redetermination. wealth University (VCU) Benefits Assist- student turns 18, he or she would con- Upon reaching age 18, a redetermina- ance Resource Center, and Consultant for tinue to engage in a person-centered tion will be conducted to determine the VCU National Project Office for the transition planning process, to establish the individual’s ability to continue re- SSA/RSA State Partnership, Virginia and refine hopes and dreams, and estab- ceiving SSI cash benefits under the Beach; she may be reached at 757/412- lish a circle of supportive adults and adult disability criteria. A determina- 2342 or [email protected]. David Brewer peers. As a part of the planning process, tion that the individual is no longer and Carol Blessing are on the faculty with the student would re-establish eligibility eligible for cash benefits under SSI, the Program on Employment and for Social Security benefits and be pre- will likewise compromise their eligi- Disability at Cornell University, and can sented with a Ticket and a list of avail- bility for the Ticket to Work pro- also be reached at 607/255-7727 (voice) or able Employment Networks and activi- gram. 607/255-2891 (TTY). ties to learn about each potential choice. • Begin early to gather and organize in- If a student chooses the school/ formation on the Employment Net- agency collaboration as their Employ- works providing service in your local- ment Network, the school would build ity to ensure sound decisions and a on a student’s career pathway, devel- smooth and timely transition to ser- oped as part of the secondary education vices. program, and engage the student within • Identify and request benefits plan- community-based work settings com- ning and assistance services from the bined with technological and applied BPA&O project in your area. A listing academic education, while a student is of projects across the country is avail- 18 and 19 years old. As a student turns able online at www.ssa.gov/work. 20 and 21 years old, a collaborating agency assists the student in securing a

Published on the Web site of the Institute on Community Integration (http://ici.umn.edu/products/impact/151/). In This Issue... Feature Issue on Young Adults with Disabilities & Social Security Administration Employment Support Programs • Achieving a Dream of Attending College Volume 15 · Number 1 · Spring 2002 Managing Editor: Vicki Gaylord • The Importance of SSI Work Incentives for Issue Editors: Thomas P. Golden, Program on Employment and Transition-Aged Youth with Disabilities Disability, Cornell University, Ithaca, New York Susan O’Mara, Rehabilitation Research and • SSI and Postsecondary Education Support Training Center on Workplace Supports, Virginia Commonwealth University, Richmond • Supporting Families to Coordinate Cross-Agency David R. Johnson, Institute on Community Inte- gration, University of Minnesota, Minneapolis Benefits and Utilize Work Incentives Impact is published quarterly by the Institute on Community Integration (UAP), and the Research • SSA Employment Support Update and Training Center on Community Living, College of Education and Human Development, University of Minnesota. This issue was supported, in part, by • Implications of the Ticket to Work and Self- Grant #90DD0506/01 from the Administration on Developmental Disabilities, US Department of Sufficiency Program for Young Adults Health and Human Services; Grant #H133B980047 from the National Institute on Disability and Reha- • Benefits Planning and Outreach Projects bilitation Research, US Department of Education; and Grant #USDE8023D70303 and Cooperative Agreement #H326J000005 from the Office of Spe- • Program Profiles from Maryland, Florida, Texas, cial Education Programs, US Department of Educa- tion. The opinions expressed are those of the au- Montana, Vermont, Minnesota, and Illinois thors and do not necessarily reﬂect the views of the Institute, Center, University, or their funding sources. • Resources and More . . . For additional copies or information contact: Institute on Community Integration, University of Minnesota, 109 Pattee Hall, 150 Pillsbury Dr. SE, Minneapolis, MN 55455 • 612/624-4512 • http:// ici.umn.edu.

A publication of the Institute on Community Integration (UAP) and the Research and Impact is available in alternative formats upon Training Center on Community Living, College of Education and Human Development, request. The University of Minnesota is an equal University of Minnesota. Dedicated to improving community services and social supports opportunity employer and educator. for persons with disabilities and their families. This Impact is also published on the Web at http://ici.umn.edu/products/newsletters.html.

Institute on Community Integration Non-Proﬁt Org 109 Pattee Hall U.S. Postage 150 Pillsbury Drive se PAID University of Minnesota Minneapolis, MN Minneapolis, MN 55455 Permit No. 155

Address Service Requested